IKj), 



KANSAS EDITION 



Wi 



OENSHEL'S 
(PMPLETE 

(JRAHMAR 



CRANE ftCt 



TOPEKA, 



LIBRARY OF CONGRESS. 



Ciiap. Copyright No. 

siieif„..ii.5 1 sr 



UNITED STATES OF AMERICA. 



HOBNSHEL'S 



COMPLETE 



English Geammar, 



FOR 



Common and High Schools. 



/ BY 

)/ 



El^J. HOEIsrSHEL, A.M., 

formerly President of Campbell University, and Author of 
" Practical Lessons in En^lisli." 



rillRB EDITION, REVISpn AND ENLARGED. 



^() 



.^^ 



J' 



TOPEKA. KANSAS: 

CRANE & COMPANY, PUBLISHERS. 

18 9 7. 






Copyright, 1895, by E. J. Hoensitel 



Copyright, 1897, by E. J. Hoensitel. 



PREFACE. 



Although many text-books on English gram- 
mar have appeared within the last few years, 
the author believes there is a place for one 
more. Hence, the appearance of this book. 

The aim has been to make the book brief, 
but comprehensive ; not to comprehend all the 
"remarks" and "observations" frequently 
found in grammars, but to contain all that is* 
essential to a practical and scientific knowl- 
edge of the English language. 

More sentences for analysis and correction 
could easily have been inserted, but it is be- 
lieved that the various forms of sentences and 
clauses, the different constructions of clauses, 
phrases, and words, and the errors usually 
made, will be found in the sentences given. 
Besides, it is much better to give time and 
thought to a few typical sentences than hur- 
riedly and thoughtlessly to dispose of long 
lists of sentences selected merely to increase 
the size and price of the book. 

(3) 



4 PBEFAGBJ. 

Some may consider this book rather "an- 
cient" in its treatment of the subject. The 
author has no sympathy whatever with the 
efforts of those modern reformers (?) who 
would banish grammar from the schoolroom 
and substitute for it a mass of loose and illog- 
ical material, under the name of "language 
lessons." Of course, there is a place in our 
schools for good language lessons, but there 
is also a place — an important place — for the 
so-called "old-fashioned grammar." The neg- 
lect of the study of technical grammar for the 
past few years has produced a generation of 
students (and teachers) able neither to under- 
stand an involved sentence nor to use our 
language correctly. For more than thirty con- 
secutive terms the author has taught an ad- 
vanced grammar class (composed largely of 
teachers), in one of our higher institutions of 
learning, and he feels confident that he is 
speaking within bounds when he says that 
not one-half of the rank and file of teachers 
can parse a verb correctly, can tell when a 
verb should be singular or plural, or can tell 
when to use the nominative or the objective 
t'orm of pronouns. 



PREFACE. 5 

The book is divided into four parts, each 
of which can be completed in four months by 
pupils properly prepared. 

These parts of the book are not separate 
divisions or parts of grammar. Part Two deals 
with the same subjects as Part One, but gives 
a more comprehensive treatment. Part Three 
takes up the same subjects, but goes still more 
into details ; it is, in fact, a complete grammar 
in itself. Part Four deals only with more dif- 
ficult topics, and those about which authors do 
not agree. This arrangement of the work will 
enable the pupil that studies grammar but four 
or five months to get the most important facts 
of the whole subject. If he can study it for 
four or five months more, he will get the next 
most important facts of the subject ; and so on 
for the other parts. The advantages of this 
method of treatment are certainly apparent to 
all. 

The distinguishing characteristics of the 
book are : 

1. The division into four parts (previously 
mentioned), thus furnishing the advantages of 
a four -book series without the inconveniences 
and expense. 



Q PREFACE. 

2. The combination of language lessons and 
grammar, beginning with the former and grad- 
ually introducing the latter. 

3. The careful development of definitions 
and statements before they are given. 

4. The use of brief and terse language in 
rules and definitions. 

This volume is sent forth with the belief 
that it will prove beneficial to all who use it. 

Campbell University, Holton, Kansas. 
October, 1895. 

PREFACE TO THE SECOND EDITION. 

In this edition a few errors found in the 
first edition have been corrected, and a simple 
system of diagrams has been added. 

May, 1896. 

PREFACE TO THE THIRD EDITION. 

In accordance with the suggestions of many 
teachers who have been using this book, it has 
been enlarged by inserting more illustrative 
sentences, and more sentences for analysis and 
parsing. The definitions and general plan of 
the work, which have proved so acceptable to 
teachers, have not been changed. 

Lincoln, Nebhaska, 

April, .1897. 



SUGGESTIONS TO TEACHERS. 



This book combines both the practical and 
the theoretical. To be in harmony with its 
spirit, much writing will be required of the 
pupil. 

But few subjects and outlines for composi- 
tion work are given. It is believed that each 
teacher can select topics better suited to the 
capacity and surroundings of his pupils than 
the topics selected by any author. 

Letter-writing should be introduced early in 
the course, and should be continued until the 
pupil can write a neat and correct letter. 

It will be noticed that the pupil is required 
to write sentences illustrating many of the 
definitions and principles given. This part of 
the work should not be omitted. It should 
be increased rather than diminished. These 
illustrative sentences written by the pupils 
may be used for additional work in analysis 
and parsing, if the teacher thinks those given 
in the book are not sufficient. 

(7) 



8 SUG0ESTI0N8 TO TEACHERS. 

The book is divided into lessoDS, but many 
of these lessons contain material sufficient for 
two or three recitations. 

The models for parsing should not be neg- 
lected. Long experience in schools of various 
grades has convinced the author that parsing 
pays when it is well done, and that there can- 
not be good parsing unless a definite and log- 
ical order is used. 

Attention is called to the diagrams. The 
system is simple, yet comprehensive. It comes 
nearer indicating the part of speech of every 
word than any other system known to the 
author. The aim should be, not to diagram 
the sentence, but to analyze it. The diagram 
is only an aid to analysis. 

The pupil that has mastered the first three 
parts of this book will have a fair knowledge 
of grammar. Part Four is intended only for 
advanced students. 



CONTEI^TS, 



PART ONE. 

Page. 

Suggestions to Teachers 7 

Hints on Teaching Part One 13 

Names. — Nouns 21, 22 

Christian Names. — Surnames. — Initials 22, 23 

Name and Address. — Review 24, 25 

Statements. — Capitals. — Is and Are; Was and Were 25, 26 

Statements. — Nouns Meaning More than One 27 

Review 28 

Statements — Have and Has 29, 30 

Review 30 

Statements. — Capitals 31 

Review 32, 33 

Dogs (essay) 3,3 

Review. — Abbreviations , 34 

The Inquiry 35 

Nouns — Proper and Common 36 

Series. — Punctuation 37 

Review 37, 38 

The Cat (essay) 38 

The Verb 39-41 

The Command ; 41 

Sentences — Declarative, Interrogative, Imperative 42 

Review, and Essay 42 

Punctuation 43 

The Adjective 44 

Review — Punctuation 45, 46 

Skating, and Riding a Bicycle (essay) 46 

Review 46, 47 

Subject and Predicate 48, 49 

The Schoolroom (essay) 50 

The Object .50, 51 

The Sentence (essay) 51 

The Verb — continued 52 

(9) 



10 CONTENTS. 

Page. 

Eeview , 5S 

The Pronoun 54 

The Adverb " '. 55, 56 

Eeview 56 

The Phrase 57 

Review 58 

The Preposition 50 

The Conjunction 60 

The Interjection. — Review 61 

Quotations 63 

Review.— Essay (The Cow) 63-65 

Diagrams 65, 66 

City or County (essay) 67 

PART TWO. 

Nouns— Classification 68, 69 

Capitals. — Punctuation. — Review 69-71 

Gender 71-73 

Person 73, 74 

Number 75-78 

Review 78 

Case — Nominative and Objective 79, 80 

Case — Formation of the Possessive 80, 81 

Review 82-84 

Phrases Classified 84 

Parsing , 85, 86 

The Noun (essay) 87 

Pronouns — Classification 87-90 

Pronouns — Agreement — Correct Forms 91, 92 

Pronouns — Parsing 92, 93 

Review 93, 94 

The Pronoun (essay) 94 

Capitals and Punctuation 9^ 

Adjectives — Classification and Comparison 96-100' 

Adjectives — Parsing 100 

Review 101, 102 

Verbs — Classification 103-106 

Verbs — Voice 106, 107 

Verbs — Mode 108, 109 

Review 110 

Verbs — Tense 111-113 



CONTENTS. 11 

Page. 

Verbs — Person and Number — Infinitive 113, 114 

Verbs — Parsing 114, 115 

Review 115-118 

The Verb (essay) 118 

Corn (essay) 118 

Adverbs.., 119-122 

Prepositions 122, 123 

Review 123, 124 

Conjunctions and Interjections 125 

Review — Analysis and Parsing — Diagramming 126-129 

Grammar (essay).... 129 

PART THREE. 

Sentences — Classification 130-132 

Relative Pronouns. — Adjective Clauses 132-134 

Adverb Clauses 134-136 

Analysis 136 

Noun Clauses 137-139 

Compound Sentences 140 

Phrases — Classification and Use 141, 142 

Nouns — Classifications and Properties — Gender 143-145 

Nouns — Person and Number 146-148 

Case — 'Nominative and Objective 148-151 

Case — Apposition. — Review 151-154 

Case — The Possessive 154-157 

Pronouns 157-167 

Adjectives — Classification and Comparison 168-174 

Review 175 

Verbs — Classification 175-179 

Verbs — Voice 179-181 

Verbs — Mode 182, 183 

Verbs — Tense, Person, Number , 183-185 

Verbs — Agreement 185-188 

Verbs — Correct Forms 188-191 

Verbs — Conjugation 191-198 

Review 199 

Infinitives 200-204 

Participles , 204-209 

Review 209-211 

Adverbs — Classification and Use 211-216 

Prepositions 216-218 

Conjunctions 218, 219 



12 CONTENTS. 

Page. 

Correlatives 220-222 

Interjections 222 

Review 223-225 

Words as Different Parts of Speech 226, 227 

Punctuation 227-229 

Review 229-231 

PART FOUR. 

Varieties of Compound Sentences as to Form 232 

Varieties of Complex Sentences as to Form 233 

Varieties of Dependent Clauses 234, 235 

Phrases Classified 235, 236 

Peculiarities of Gender and Number 236-239 

Cases after Intransitive and Passive Verbs 239, 240 

Difficult Case Constructions 240, 241 

Peculiar Possessives 241, 242 

Verbs with Two Objects 242-244 

Outline of Noun 245 

Sixteen Different Constructions of the Noun 246 

Possessive Pronouns 248 

Restrictive Clauses , 249 

Use of That 249 

As and But as Relative Pronouns 250, 251 

Compound Relatives 251, 252 

Agreement of Pronouns with Antecedent 253, 254 

Analysis and Parsing 255-257 

Adjectives 258-260 

Correcting and Parsing 261 

Verbs 262-276 

Shall, Will; Should, Would 265-267 

Subjunctive Mode 267, 268 

Agreement of Verb with Subject 269-271 

Infinitives and Participles 272-274 

Outline of Verb 274, 275 

Modal Adverbs Classified 276 

Conjunctive Adverbs 276, 277 

Improper Omission of Prepositions 279 

Uses of As, Than, and Or 279-281 

Difficult Sentences Analyzed and Parsed 282, 283 

Analysis and Parsing 283-288 

Composition ,. 289-291 



HINTS ON TEACHING PART ONE. 



Part Oxe is intended to serve both as a lan- 
guage book and as an elementary grammar. 
All the parts of speech are introduced, but no 
classification is given excexot the division of 
nouns into proper and common. As soon as 
the idea of a part of speech has been developed, 
the correct technical name has been given. I 
see no reason why pupils cannot learn the terms 
noun and verb, for instance, as easily as name- 
tvo7xls and action-words. 

Do not neglect the sentence-writing rec[uired 
of xjupils. A X3upil is not sure that he under- 
stands a definition or a principle until he has 
illustrated it by an example. In all sentence- 
writing, pupils should try to have their sen- 
tences mean something. The teacher should not 
permit them to form the habit of using a few 
pet words and sentences. 

It is probable that words with which the 
pupils are not familiar have been used in state- 
ments and definitions. If so, the meaning of 

(13) 



14 HINTS ON TEACHING PART ONE. 

such words should be carefully developed be- 
fore tlie pupils study the statement or definition. 

While pupils should have daily drill in lan- 
guage from their first entrance into school, it 
is not intended that this book should be put 
into their hands before about the third year of 
school. During the first two years, or while 
pupils are in the first and second readers, they 
should be trained to make their own supple- 
mentary reading by forming original sentences 
about the topic of the lesson^ using only the 
words already learned. By proper encourage- 
ment and training, teachers will find that their 
pupils will soon write little stories about as 
sensible as many now found in some of our 
primary readers. 

In these grades (the first and second) a few" 
minutes each day should be spent in conver- 
sation about pictures or objects, or in the re- 
production of stories. For these exercises in 
country schools, all pupils below the third 
reader can be treated as one class. 

In this conversation work pupils should be 
trained to see things connectedly, or in their 
relation to other objects. If pupils learn to 



HINTS ON TEACHING PART ONE. 15 

see in this manner, they will learn to think 
and to express themselves in the same manner. 
Every teacher of experience knows that one 
great defect of children's compositions is sen- 
tence-connecting, or connected discourse. A 
pupil will say in describing a picture, ' ' I see a 
table. There is a book on the table." If he 
had been properly trained to see and to express 
himself, he would have said, ' ' I see a table on 
which there is a book"; or, "I see a table on 
which a book is lying." 

Sometimes have the children describe acts 
done in their presence. One child can perform 
some act, and another can tell or describe what 
he did; as, "Clarence picked up the book and 
handed it to John." "Mary went to the desk, 
picked up her slate, and wrote cat on it." True, 
these are short compositions, but they tell 
things in their natural order, and thus lay the 
foundation for long compositions. 

Story-telling can be used with much profit. 
The teacher should be supplied with a number 
of interesting stories suited to the capacity of 
children. At a certain time (just after the 
opening exercises is a good time) the teacher 
should tell a good story. After he has told it, 



16 HINTS ON TEACHING PART ONE. 

carefully and logically presenting the particu- 
lars, lie should ask one of the children to rise 
and tell the story. If the pupil in telling it 
uses an incorrect word or idiom, the teacher 
should simply suggest or give the correct term, 
and let the child go on. After most of the 
children can reproduce this story fairly well, 
the teacher should tell another. When the 
pupils are familiar with a number of stories, 
the teacher can say, when the story time has 
come, "Who wants to tell us a story this morn- 
ing?" Probably several hands will be raised. 
The teacher can select some pupil to rise and 
tell a story of his own selection. His selection, 
however, should be limited to those told by the 
teacher or approved by him. In all this repro- 
duction, the correct expression or the omitted 
fact should be suggested to the pupil at the 
time the mistake or omission is made. 

In addition to the work already mentioned, 
a large part of the number work can be so 
arranged as to give training in language work. 
Such tables as these can be placed on the board : 

2 dogs + 3 dogs. 

1 doll -h 2 dolls. 

4 apples — 1 apple. 



HINTS ON TEACHING PART ONE. 17 

While reciting, the pupil is expected to ' ' tell 
a story" about each of the problems ; as, "Two 
dogs were playing in the yard and three more 
dogs came. Then there were five dogs in the 
yard." "If I had four apples and should eat 
one, I would have three apples left." Many 
different stories can be made from each problem 
placed on the board, and each child should be 
encouraged to make a story different from those 
made by the other children. During the second 
grade the work can be extended ; as, 
4 cents + 2 cents — 3 cents. 

To make a story for this problem will require 
some thinking. The work can be placed on the 
board without giving names to the numbers ; as, 
6 + 5. 
9 — 4 + 2. 

Different stories can be made by giving dif- 
ferent names to the numbers. As the work 
should be written in this grade, the pupils will 
be learning to spell, and they will be learning 
to spell at the very best time ; that is, when 
they want to use the words. Pupils should not 
be allowed to guess at the spelling of a word. 
If they do not know how to spell it, they should 



18 HINTS ON TEACHING PART ONE. 

find out from the teacher. Gruessing spellers 
are always poor spellers. 

As before stated, Part One of this book is 
not intended for pupils below the third grade. 
If the pupils have had language training in the 
previous grades, the work here given may be 
found sufficient ; but if no such training has 
been received, more work will be required than 
is given here. The work given is only suggest- 
ive. Teachers can give much more along the 
same lines, or they can prepare original exer- 
cises of their own. It would be well for each 
teacher of primary and intermediate grades to 
have copies of several different language books. 

Much practice in composition work can be 
given by having pupils write descriptions of 
familiar objects, animals and places. An out- 
line should always be preioared for such writing. 

When pupils are asked to use a list of words 
of any kind, they should not use the same word 
twice. By adhering strictly to this, pupils will 
soon have a largely increased vocabulary. Many 
pupils, even in the upper grades, will find it 
difficult to use three different appropriate adjec- 
tives, for instance, with each of six different 
nouns. 



HINTS ON TEAGBINO PAET ONE. 19 

It will be noticed that diagrams are not intro- 
duced until after pupils have become familiar 
with every part of speecb, and have had some 
drill in analysis. This arrangement is used 
because analysis is of more importance than 
diagraming. 



PART ONE. 

LESSON I. 

NAMES.— NOUNS. 

To the Teacher.— Re,&^ the preface, "Suggestions to Teachers," and "Hints 
on Teaching Part One," before you begin to teach this book. 

1. Write your name. 

2. Write the names of three of your friends. 

3. Write the name of the city or town in or near 
which you live. 

4. Write the name of some other town in your 
county. 

5. Write the name of some place you would like to 
visit. 

6. Write the names of three things you see in the 
schoolroom. 

7. Write the names of three things you have at home. 

8. Write the names of three animals. 

9. Write the names of three things you can eat. 

10. Write the names of two things a boy carries in 
his pocket. 

(21) 



22 HOENSHEL' S ENGLISH GRAMMAR. 

Some words are the names of persons, some are the names 
of places, and some are the names of things. * 

Names of persons and places should begin with a capital. 
Names are called NOTJNS. 

11. Write three nouns that are the names of coun- 
tries in Europe. 

12. Write three nouns that are the names of cities in 
the United States. 

13. Write four nouns that are the names of persons 
of whom you have read. 

14. Write five nouns that are the names of things 
seen in a city. 



LESSON II. 

CHRISTIAN NAMES.— SURNAMES.— INITIALS. 

1. Write your full name. 

2. Write the name of your father. 

3. Write the name of your brother or sister. 

Which part of the names you have just written is the same for all 
the members of the family ? 

The last name is called the FAMILY NAME, or SUR- 
NAME. 



* Statements in this type should be developed from the work just preceding, 
and should then be committed by the pupils. 



HOENSHEL' 8 ENGLISH GRAMMAR. 23 

The first name is called the GIVEN NAME, or the 
CHRISTIAN NAME. 

A person may have more than one Christian name ; as, William 
Henry King, Oliver Hazard Perry Fulton. 

4. Write the name of some one that has two Christian 
names. 

5. Write the name again, using only the first letter of 
each part of the Cliristian name. 

6. Write the name of the most populous State in the 
United States. 

7. Write it again, using only the first letter of each 
part of the name. 

The first letter of a word is called its INITIAL. When 
initials are used instead of the name of a person or place, 
they should be capitals, and a period should be placed after 
each. 

8. Write the initials of your name. 

9. Write the initials of the Governor of this State. 

10. Write the initials of the President of the United 
States. 



24 HOENSHEL'S ENOLWH GRAMMAR. 

LESSON III. 

NAME AND ADDRESS.— REVIEW. 

1. Write yonr name and address; thus, 

Abbie Moss, 

JBirniinghanif 

Iowa. 

Ztira Hutchison^ 

816 Pyle St., 

Kansas City, 

Kas. 

Notice the use of the period and comma in writing the address. 

2. Write the name and address of some one who 
does not live in your town, 

3. Write the name of some one and draw one line 
under the Christian name and two lines under the sur- 
name. 

4. Write the initials of your father's name. 

5. Write the names of five schoolmates, and point 
out the given name and the surname of each. 

6. Name the material of which the following objects 
are made : 

a shoe, a bottle, a coat, a hat. 



HOENSHEL'S ENGLISH ORAMMAB. 25 

7. Write the names of five materials of which cloth- 
ing is made.* 

8. Write the names of four materials of which money 
is made. 

9. Write five nouns that are names of things that 
grow in the ground. 

10. Write the initials of these names: 

John Henry Green, Richard Grant White, Henry Ward 
Beecher, Robert Johnson. 

11. Write your name and address. 



LESSON lY. 



STATEMENTS. — CAPITALS. — "IS" AND "ARE' ; 
"WAS" AND "WERE." 

1. Name an animal, and tell soinething about it 
thus, ''The dog barks." 

2. Tell something about — 

a cat, a horse, birds. 

3. State something about — 

a tree, a book, boys. 



* In writing the nouns asked for. pupils should not use the same noun twice. 
In all written work, repetition should be avoided as much as possible. In trying 
to think of new words, they will be learning to think, will be increasing their 
vocabulary, and will be learning to spell. 



26 HOENSHEL'S ENGLISH ORAMMAR. 

A group of words so arranged as to tell something is a 
STATEMENT. 

A statement should begin with a capital and close with a 
period. 

4. Write a statement about — 

flowers, chalk, a fish, a squirrel, a river. 

5. Write a statement about yonrself. 
What word did you use instead of your own name '? 

The word I, used for your own name, should be a capital 
letter. 

6. Use the word I, and make a statement telling — 

1. Three things you saw on your way to school. 

2. Two things you like to do. 

7. Write two statements, using the word is in each 
statement. 

8. Write two statements, using tlie word are in each 
statement. 

9. Write two statements, using the w^ord was in 
each statement. 

10. Write two statements, using the word were in 
each statement. 

Use IS and WAS when speaking or writing of one. 
Use ARE and WERE when speaking or writing of more 
than one. 



HOENSHEL'S ENGLISH GRAMMAR. 2T 

LESSON Y. 

STATEMENTS — Continued. 

1. Write a statement about — 

1. Something that swims. 

2. Something that lives in the air. 

3. Something that burrows in the ground. 

4. Something that a farmer raises. 

5. Something for which your State is noted. 

6. Something seen in the sky. 

7. Something found in the mountains. 

8. Something found in the forest. 

9. Some animal that has different homes for winter and 

summer. 
10. A useful metal. 

2. Change these nouns to mean more than one : 

boy, girl, bird, flower, apple. 
What letter did you add to make them more than one ? 

3. Copy the following : 

one box a dress one inch 

two boxes several dresses many inches 

What was added to the above nouns to make them mean more 
than one ? 

To nouns ending in S, SH, GH, or X, we add ES to make 
them mean more than one. 

4. Change these nouns to make them mean more 
than one : 

fox match bench glass 

dish church watch bush 



28 H0EN8HEL' S ENGLISH OBAMMAB. 

LESSON YI. 

REVIEW. 

1. Fill these blanks with is or are: 

1. These peaches not ripe. 

3. This pencil boo short. 

3. John and Robert good boys. 

4. The dog or the cat in the house. 

5. The birds singing. 

6. ■ the birds singing? 

7. the apples ripe? 

8. The book lost. 

9. The trees tall. 

2. Write the above statements again, filling the 
blanks with was or were. 

3. Change is to are, and are to is, and write these 
statements correctly : 

1. The apple is sour. 
3. The benches are long. 

3. These men are sick. 

4. The gate is made of iron. 

5. Those oxen are black. 

6. The man is rich. 

7. The bunches are too large. 

8. The stove is made of iron. 

4. Change was to were, and were to was, and 

write these statements correctly : 

1. The boys were sick. 

3. The mouse was afraid of the cat. 

3. The ducks were swimming in the pond. 

4. The man was a soldier. 



HOENSHEL' S ENGLISH GRAMMAR. 29 

5. The egg was io the nest. 

6. The bridges were old. 

7. Was the stone in the water ? 

8. Were the geese white ? 



LESSON VII. 

STATEMENTS — Continued. "HAVE" AND "HAS." 

1. Copy these statements, and notice carefully the 
use of have and has: 

1. The girl has a doll. 

3. Girls have dolls. 

3. He has torn his book. 

4. They have torn their books. 

5. I have a knife. 

Use HAS when speaking or writing about one. 
Use HAVE when speaking or writing about more than 
one, or about yourself. 

2. Use have or has, and make a statement about ^ — ■ 

children, men, coach, sled. 

3. Write three statements, using the word has in 
each. 

4. Write three statements, using the word have in 
each. 

5. Fill these blanks witli have or has : 

1. Birds claws. 

2. The little girls gone to school. 

3. I three books. 



30 HOENSHEL'S ENGLISH GRAMMAR. 

4. The boy gone home. 

5. Lucy or Mary ■ — — come back. 

6. Lucy and Mary come back. 

7. the doors hinges ? 

8. ■ the lion a mane? 

6. Change have to has, and has to have, and 

write these sentences correctly : 

1. The book has leaves. 

2. The ships have sails. 

3. The child has been crying. 

4. The boys have gone. 

5. The chicken has feathers. 

6. Has the boat arrived ? 

7. Have the mice been caught? 



LESSON YIII. 

REVIEW. 



1. Use is or are, and write a statement beginning 

with — 

we, she, he, they, you, it. 

2. Write the statements again, using was or were. 

3. Use have or has, and make a statement begin- 
ning with — 

I, you, we, they, apples. 

4. Fill each of these blanks with three of the follow- 
ing words : is, are, has, have, was, were. Complete 
the statements bj adding other words. 

1. A tall tree -. 

2. Many beautiful flowers — = — . 



I 



HOENSHEL' 8 ENGLISH GRAMMAR. 31 

3. A dog aud a cat . 

4. My mother and I . 

5. The bicycle . 

6. The street-cars . 



LESSON IX. 

STATEMENTS — Continued. 

1. Write the names of — 

1. The days of the week. 

2. The four seasons. 

3. The three winter months. 

4. The three spring months. 

5. The three summer months. 

6. The three fall months. 

The names of the months and the days of the week should 
hegin with capitals, but the names of the seasons should not. 

2. Write a statement about — 

1. This month. 

2. This season of the year. 

3. The first month of the year. 

4. The last month of the year. 

5. The shortest month. 

6. The hottest month. 

3. Write a statement naming the different parts of a 
penknife. 

4. Write statements telling the use of each part. 

5. Write a statement telling the use of a knife. 

6. Combine your statements so that they will form a 
story or essay about a knife. 



32 IIOENSHEL'S ENGLISH GRAMMAR. 

LESSON X. 

REVIEW. 

1. Write a statement using a noun that is tlie name 

of — 

a flower, a bird, a fish, an insect, a tree, a vegetable, a fruit, 
a mineral. 

2. Write a statement about something that is made 

of — 

iron, leather, wool, cotton, bone, gold. 

3. Use each of the following words in a statement. 
Use a different noun for each statement: 

high, low, green, white, blacl?, blue, yellow, red, brown, 
long, short, slow, swift, straight, crooked, useful, hot, 
cold, beautiful, sharp, square, gentle, sweet, bitter, sour. 



LESSON XI. 

REVIEW. 



1. Use these words correctly in statements: 

ate, eight; do, dew; new, knew; blue, blew; fore, four 
beech, beach; knows, nose; pane, pain. 
Try to use each pair of the above words in one statement. 

2. Give two rules for the use of the period. 

3. Give six rules for the use of capitals. 



H0EN8HEL' S ENGLISH GRAMMAR. 33 

4. When should you use is? are? was? were? 
has ? have ? 

5. Write a statement telling something that you 

learn ^ 

by seeing, by hearing, by tasting, by feeling, 

*6. Use each of these words in a statement, telling 
what each is, or to what it belongs : 

claws sole fur wrist 

gable fleece mane horns 

paws bill spur belfry 



LESSON XII. 

DOGS. 



1. Write one or more statements telling something 
about — 

1. The size. 

2. The color. 

3. The different kinds. 

4. The covering of the body. 

5. How they defend themselves. 

6. Their use. 

7. A dog you have seen or heard of. 

2. Arrange and combine all your statements so that 
they will form a story or essay about dogs. 



34 HOENSHEL'S ENOLISH GRAMMAR. 



LESSON XIII. 

1. Use these words correctly in statements : 

bow, bough ; great, grate ; stake, steak ; here, hear ; him, 
hymn; so, sew, sow; die, dye; some, sum; to, too, two. 

2. Fill each of these blanks with to, too, or two: 

1. He went the door. 

2. The girl is sick go. 

3. This lesson is long. 

4. The man was old walk miles. 

3. Fill these blanks with here or hear: 

1 . My father was to-day. 

2. Did you the organ ? 

3. I will stand and what you say, 

4. Sometimes we use more than one letter of a name 
instead of using only the initial. This shortened form 
is called an abbreviation, 

5. A period should be used after each abbreviation. 

6. Learn these abbreviations : 

Jan. Apr. Oct. 

Feb. Aug. Nov. 

Mar. Sept. Dec. 

Note.— May, June, and July should not be abbreviated. 

7. The following are the abbreviations for the days 
of the week : 

Sun. Tues. Thurs. Sat. 

Mon. Wed. Fri. 



HOENSHEL'S ENGLISH GRAMMAR. 35 

LESSON XIY. 

THE INQUIRY. 

1. Copy these questions, and examine them closely : 

1 . Was Mary here ? 

2. Can Henry read ? 

A question is also called an INQUIRY. 
An inquiry should begin with a capital and close with 
a question-mark (interrogation point). 

2. Write an inquiry about — 

a bell, a tiger, the sun, glass, school. 

3. Write an inquiry using the word — 

is, are, have, was, were, I, he, they, you. 

4. Change these statements to inquiries, using the 
same words : 

1. This little boy is asleep. 

2. His name is Victor. 

3. He will not sleep long. 

4. His dog is waiting for him. 

5. Change these inquiries to statements, using the 
same words : 

1. Is the man at home ? 

r. 3. Has a bird wings ? 

3. Are China and Japan at war ? 

4. Has Ingalls been senator ? 

5. Have the children been playing ? 



36 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON XY. 
NOUNS, PROPER AND COMMON.— PUNCTUATION. 

1. Copy these statements : 

1. A dog can run. 

2. Towser can run. 

Are dog and Towser both nouns ? What is the diiference be- 
tween them ? * 

A noun that belongs to some particular one is a PROPER 
NOUN ; as, TOWSER, ROBERT, CHICAGO. 

A name that belongs to any one of a class is a COMMON 
NOUN ; as, DOG, BOY, CITY. 

A proper noun should begin with a capital letter. v 

2. Copy these names, placing the proper nouns in 
one column and the common nouns in another: 



London 


dog 


mouth 


girl 


boy 


city 


Susan 


May 


Thursday 


horse 


Elmer 


Jack 



3, Write a proper noun that is the name of — 

1. A city in your state. 5. A river. 

2. A sled. 6. A dog. 

3. This day. 7. A horse. 

4. This month. „ 8. Our national holiday. 

4. Copy these statements, and examine them care- 

fully: 

1. Robert and Mary are good children. 

2. Robert, Mary, and Lizzie are good children. 

* Lead the pupils to decide that Towser means some particular dog, while 
dog" may mean any dog. 



HOENSHEL'S EWOLISH GRAMMAR. 37 

3. The farmer raises wheat and corn. 

4. The farmer raises wheat, corn, and oats. 

You will notice that in the first and the third sentence there are 
two words used alike, while in the second and the fourth there are 
three words used alike. Three or more words used in this way are 
called a series. 

More than two words of the same kind following one after 
another are called a SERIES. 

A comma should be placed after each word of a series, ex- 
cept the last. 

The word AND should be used only between the last two 
words of a series. 

5. Write a statement about — 

1. Five things used in a kitchen. 
3. Four kinds of trees. 

3. Three things that are black. 

4. Two things a farmer raises. 



LESSON XYI. 

REVIEW. 



1. Write an inquiry about — 

1. Three winter amusements. 

2. Five domestic animals. 

3. Five wild animals, 

2. Write a statement about five things that are kept 
in a grocery. 

3. Write a statement about five things that are used 
as playthings. 



38 HOENSHEL'S ENGLISH GRAMMAR. 

4. Write a statement about five things that are kept 
in a hardware store. 

5. Write a statement abont ten quadrupeds (four- 
footed animals). 

6. Write a statement about six kinds of trees. 

7. Write a statement about ten kinds of birds. 

8. Write a statement about eight kinds of materials 
used in building houses. 

9. Write an inquiry about six things that are used 
for food. 

10. Write a statement about four kinds of meat. 



LESSON XVII 



THE CAT. 
Write an essay about the cat, using the following 

outline : 

1. The size. 4. The claws. 

2. The color. 5. How they defend 

3. The covering of the themselves. 

body. 6. Their use. 

In writing the essay, tell all you can about each part of the outline. 



H0EN8HEL' S ENGLISH GRAMMAR. 39 

LESSON XVIII. 
THE VERB. 

1. Copy these statements : 

1. Birds siug. 

2. The wind blows. 

3. Frogs jump. 

Which of the above words are nouns? Which words express 
action ? 

Words that express action are called VERBS. 

2. Supply verbs for these nouns: 

1 . Monkeys . 6. The cars . 

2. Fire . 7. Wasps . 

3. Snow . 8. Lions . 

4. Water . 9. Kites . 

5. Indians . 10. The army . 

3. Supply nouns for these verbs: 

1. bloom. 7. purrs. 

2. leap. 8. hisses. 



3. 


chirp. 


9. 


cackles, 


4. 


climb. 


10. 


neighs. 


5. 


crawl. 


11. 


laughs. 


6. 


roars. 


12. 


dives. 



4. Select the verbs and nouns in these sentences 

1. The spider soon caught the fly. 

2. The sun shone brightly on the lake. 

3. The sailors sang joyfully. 

4. Heavy masses of fog floated across the mountains. 

5. The visitor passed through the gate. 

6. Swallows build nests under the eaves of houses. 

7. I walked to the church. 

8. The river flows down the valley. 

9. The child met me on the road. 
10. The blind man fell into the river. 



40 HOENSHEL'S ENGLISH OBAMMAR. 

-LESSON XIX. 
THE VERB — Continued. 

1. Copy these statements, and examine the verbs 

carefully : 

1. Birds sing. 5. I read. 

3. The bird sings. 6. You read. 

3. John and Mary go. 7. He reads. 

4. John goes. 8. They read. 

Verbs ending in S or ES are used in statements and in- 
quiries about one. 

Verbs do not end in S or ES when used with I or YOTJ in 
statements and inquiries about one. 

2. Write three statements about more than one. 

3. Write three statements, using a verb that ends 
in s. 

4. Write two statements, using a verb that ends in es. 

5. Correct these statements : 

1. Judith and Lucy goes to school. 

2. I sees you. 

3. The children plays ball. 

4. The boys does not study. 

5. The horse trot slowly. 

6. Change these statements and inquiries so that they 
shall speak of more than one : 

1. The man walks fast. 
3. The child goes to school. 



HOENSHEL' S ENGLISH ORAMMAR. 41 

3. Does the boy study ? 

4. The lamb plays. 

5. Does the eagle fly ? 

7. Change these statements and inquiries so that they 
shall speak of only one : 

1. Do the GermaDS like music ? 

2. Indians hunt. 

3. Monkeys chatter. 

4. Do geese live in the water? 

5. The mice go into the trap. 



LESSON XX. 

THE COMMAND. 



1. Copy these groups of words: 

1. Bring me your knife. 
3. Do not swear, boys. 
Do these groups state something? Do they ask a question? Do 
they order or request something to be done? 

A group of words that orders or requests something to be 
done is a COMMAND. 

A command should begin with a capital and end with a 
period. 

2. Copy these commands and inquiries, and notice 
carefully the use of the comma : 

1. Stella, close the door. 

2. Obey your parents, children. 

3. Come and see me, Samuel, whenever you can. 

4. Mother, may I go with you ? 

5. Who wrote to you, Alice? 

6. Can you, Jennie, solve this problem? 



42 HOENSHEL' 8 ENGLISH GRAMMAR. 

3. Write two commands and two inquiries, using a 
proper noun for the first word of each. 

4. Write two commands and two inquiries, using the 
name of the person addressed for the last word. 

5. Write two commands and two inquiries, placing 
the name of the person addressed in the middle. 

Statements, inquiries, and commands are all called SEN- 
TENCES. 

A statement is a DECLARATIVE Sentence. 
An inquiry is an INTERROGATIVE Sentence. 
A command is an IMPERATIVE Sentence. 



LESSON XXI 



1. Write a declarative sentence, an interrogative sen- 
tence, and an imperative sentence, with each of these 
words : 

books, children, Albert, mother, truth, ink. 

APPLES. 

2. Write sentences about apples, telling where they 
grow, what is outside, what is inside, their colors, their 
size, their uses. 



HOENSHEL' 8 ENGLISH GRAMMAR. 43 



LESSON XXII. 

1. Notice the punctuation of these addresses : 

1. 1235 Vine St., Lincoln, Lancaster Co., Neb. 

2. Henry Long, Esq., Room No. 5, Burr Blocli, No. 356 

Kansas Ave., Topeka, Kan. 

2. Copy the following, and punctuate correctly : 

1. Rev Mr Smith called on Prof R P Brown 

2. Mendon Westmoreland Co Pa 

3. No 14 La Fayette Ave Charleston 111 

4. Office of Supt City Schools Covington Ky 

5. Mr James P Longwell Bridgeport N Y 

3. Copy the following sentences, and punctuate cor- 
rectly : 

1. Mr Jones may John be excused from the room 

2. Children are you always obedient to your teacher 

3. Charles can see hear feel and taste. 

4. The little girl loves her father mother brothers sisters 

5. March April May are the three spring months. 

6. He she it him and they are small words. 

7. Where are you going my little friend 

8. Sing your best song little bird before I go 

9. Tell me boys where you have been 

10. Wait for me uncle 

11. Boys always speak the truth without fear. 

12. Have you seen Charles Samuel and Robert lately 

4. Name the nouns in the preceding twelve sentences, 
except the 6th. 



44 H0EN8HEL' 8 EN0LI8H GRAMMAR. 

LESSON XXIII. 

THE ADJECTIVE. 

1. Copy these sentences : 

1. The tree was tall. 

2. The apple is sweet. 

What word tells what kind of tree is meant? What word tells the 
kind or quality of the apple ? 

A word that tells the kind or quality of an object is called 
an ADJECTIVE. 

The adjective often precedes the noun ; as, a sweet apple. 

2. Name the adjectives in these sentences: 

1. Pretty girls and brave boys are found in many countries. 

3. A large, tall, green tree is standing in the beautiful 

meadow. 

3. The baby has blue eyes, red cheeks, and curly hair. 

4. Fresh water is a pleasant drink. 

5. Dear, patient, gentle Nell was gone. 

3. Write eight sentences, using a different adjective 
vrith each of these nouns : 

snow grass sky ball 

paper knife wood ice 

4. Copy the following words, placing the proper 
nouns, the common nouns, the verbs, and the adjectives 
in separate columns: 



pretty 


garden 


girl 


weeps 


cat 


Tom 


beautiful 


hears 


Carlo 


sour 


long 


Springfield 


soft 


sweet 


goes 


hard 


Rover 


blue 


chews 


cow 



HOENSHEL'S ENGLISH GRAMMAR. 45 

5. Write a sentence containing a proper noun, a com- 
mon noun, an adjective, and a verb. 



LESSON XXIV. 

ADJECTIVES — Continued. PUNCTUATION. 

1. Copy these sentences, and notice the use of the 
comma and the word and: 

1. A long, crooked path leads to the woods. 

2. The path is long and crooked. 

2. Use two adjectives in a sentence with each of 
these nouns. Do not repeat. Place the adjectives be- 
fore the nouns : 

chair, apple, peach, stove. 

3. Write your sentences again, placing the adjectives 
after the nouns. 

4. Use three adjectives in a sentence with each of 
these nouns. Do not repeat."^ Place the adjectives 
before the nouns : 

eagles, mountains, bees, a ball. 

5. Write the sentences again, placing the adjectives 
after the nouns. 



*Wheii the pupil is required to select and use a list of words of any part of 
speech, it is not expected that he will use the same word twice. If teachers will 
insist on this, they will soon see quite an increase in the vocabulary of their 
pupils. Hereafter, the words " Do no repeat " will be omitted. 



46 



HOENSHEL' S ENGLISH GRAMMAR. 



6. Combine each group of statements into one : 

A pig squeals. 
A duck quacks. 
A hen cackles. 



Gold is heavy. 
Gold is yellow. 
Gold is precious. 
A fish swims. 
A bird flies. 
A frog j umps. 
The dog barks. 
The cat mews. 



4. 



A sheep bleats. 
A book is on the table. 
A bell is on the table. 
A box is on the table. 



LESSON XXV. 

SKATING, AND RIDING A BICYCLE. 

Write about these two sports, telling fully what each 
is when practiced, the pleasures of each, the objections 
to each. Close by telling which you prefer, and give 
the reasons for your choice. 



LESSON XXVI 



REVIEW. 

1. Use each pair of these words in a sentence 
be, bee ; through, threw ; meat, meet ; 



hear, here ; 
know, no ; 
right, write: 
buy, by ; 



week, weak 
deer, dear ; 
hour, our; 
heal, heel; 



wood, would ; 
son, sun ; 
flour, flower ; 
beat, beet. 



HOENSUEL'S ENGLISH GRAMMAR, 47 

2. Here are two lists of nouns. Select two words, 
one from each list, and use them in a sentence so that 
the word from the second list will tell of what some 
object in the first list is made; thus, "Flour is made of 
wheat." 



(1) 


(3) 


calico 


wheat 


a saw 


cotton 


linen 


horn 


shoes 


wool 


flour 


leather 


flannel 


flax 


combs 


flour 


bread 


steel 



LESSON XXYII. 

REVIEW. 

1. Write a declarative sentence about — 

1. Three things that are sour. 

3. Three things that are sweet. 

3. Three things that are hard. 

4. Three things that are soft. 

2. Write an interrogative sentence about — 

1. Three things that are heavy. 

2. Three things that are light. 

3. Three things that are beautiful. 

4. Three things that are dangerous. 

3. Use three adjectives to describe — 

a boy glass a doll snow 

a cat the horse ice the sea 



48 HOENSHEL'S ENGLISH GRAMMAR. 

4. Name the nouns, verbs, and adjectives in these 
sentences : 

1. A fairy workman hides in every dimpled finger. 

2. The wealthy merchant bought many nice presents for his 

daughter. 

3. The tall elm bends. 

4. The turbid torrent roared. 

5. The vivid lightning flashes. 

6. The brave leader fell. 

7. The great Napoleon was conquered. 

8. The victorious army of Alexander marched a long dis- 

tance. 



LESSON XXVIII. 

SUBJECT AND PREDICATE. 

1. Copy these sentences : 

1. Fire burns. 

2. The dog is black. 

3. My old cat ran into the house. 

You will see that each sentence has two parts. The first part tells 
what we are speaking about, and the second part tells what we say 
about the first part. 

The part of the sentence that tells what we are speaking 
about is called the SUBJECT, and the part that tells what 
we say about the subject is called the PREDICATE. 

2. Use each of these words in a sentence, and draw a 
vertical line between the subject and the predicate: 

Chicago, town, marble, mouutain. 



HOENSHEL'S ENGLISH GRAMMAR. 49 

3. Supply subjects for these predicates : 



1. 


climbs mountains. 


5. 


will come. 





is gray. 


6. 


— was here. 


3. 


are white. 


7. 


were here. 


4. 


are rough. 


8. 


has left. 



4. Supply predicates for these subjects : 

1. The train . 4. Greenland and Iceland . 

2. An old man . 5. Grover Cleveland . 

3. The soldiers . 6. Asia and Africa ■ . 

5. Supply two predicates for each of these subjects ; 
thus, "The dog bites and barks": 

1. Foxes . 4. Kittens . 

2. Bears . 5. Apples . 

3. Teachers . 6. Pupils — . 

6. Supply three predicates for each of these subjects : 

1 . Washington . 

2. The watchful dog — . 

3. The studious pupil ■ . 

4. A good cleric ■ . 

5. A wise man . 

7. Supply three subjects for each of these predicates : 

1. are large. 

2. broke the window. 

3. received a prize. 

4. howl. 

8. Use each of these words in a sentence, and draw a 
vertical line between the subject and the predicate : 

ball, Ijawl ; flea, flee ; knot, not ; 

bell, belle : grown, groan ; male, mail ; 

bare, bear : hare, hair ; ore, oar. 
—4 



50 HOENSHEL'S ENGLISH GRAMMAB. 

LESSON XXIX. 

THE SCHOOLROOM. 

1. Write an essay on the schoolroom, using the fol- 
lowing outline : 

the size, the doors, the windows, the table, the desks, auy 
other furniture there may be in the room, the appearance 
of the walls, the appearance of the floor. 

2. Use each pair of these words in one sentence : 

done, dun; hole, whole ; tale, tail ; 

pale, pail ; one, won ; heard, herd. 



LESSON XXX. 

THE OBJECT. 



1. Are these sentences complete? 

1. Henry struck . 

2. The cat caught . 

3. We wear . 

Some verbs thfit express action require a word to complete 
their meaning. This word is called the OBJECT of the verb. 

2. Write the words that are used as objects in these 
sentences : 

1. We wear clothing. 

2. Henry struck Charles. 

3. The cat caught a mouse. 



HOENSHEL'S ENGLISH GRAMMAR. 51 

4. The eagle saw rae. 

5. The orator made a speech. 

6. Washington gained victories. 

7. Aaron Burr killed Alexander Hamilton. 

8. The Komans captured Carthage. 

3. Use each of these words as the object of a verb : 

honey, copper, us, her, cat, me, stockings, them, basket, 
him, you. 

4. Write sentences in which each of these verbs shall 
have two objects : • 

chops, choose, eats, drink, sells, tears, sees, study, drives, 
cooks. 



LESSON XXXI. 

Name the three different kinds of sentences. With what should 
every sentence begin ? What should be placed after a declarative 
and an imperative sentence ? What should be placed after an inter- 
rogative sentence ? How many parts has a sentence ? What is the 
subject? What is the predicate ? What is the object? 

THE SENTENCE. 

1. Write the definition of — 

a sentence ; a declarative sentence ; an interrogative sen- 
tence ; an imperative sentence ; the subject ; the predi- 
cate ; the object. 

2. Combine your definitions so as to form a connected 
essay on The Sentence. 



52 HOENSHEL'S ENGLISH GRAMMAR. 

LESSON XXXII. 

THE VERB — Continued. 

1. ExamiDe this sentence : 

The field is large. 
In this sentence the word is Is a verb, but it does not express 
action. It simply asserts existence or being. 

A word that expresses action or being is a VERB. 

2. Sometimes a verb consists of more than one word ; 

as — 

1. Mary can read. 

2. The train has gone. 

3. The letter should have been written. 

3. Name the verbs in these sentences : 

1. Leaves fall to the ground. 
3. I know it. 

3. Where is he? 

4. We are reading about the lion. 

5. The colt has been running through the meadow, 

4. Use each of these verbs in a sentence : 

has been, is running, should learn, can be seen, will choose, 
shall be chosen. 

5. Write five sentences, each having a verb composed 
of two words. 

6. Write three sentences, each having a verb com- 
posed of three words. 

7. Try to write a verb composed of four words. 



HOENSHEL'S ENGLISH GRAMMAR. 53 

LESSON XXXIII. 

REVIEW. 

Name the subject, predicate, and object of these sen- 
tences, and pick out the nouns, verbs, and adjectives : 

1. He sang the songs of his boyhood. 

2. The fire burns cheerily. 

3. You will lose your place. 

4. The orator received great applause. 

5. The lofty Andes rise above the clouds. 

6. Animals and plants live and grow. 

7. A band of robbers plundered the caravan. 

8. Crusoe's companions were all drowned. 

9. The brave sailor managed his boat skillfully. 

10. Did you see that beautiful bird? 

An interrogative sentence should be changed to a declarative 
before the subject, predicate, and object are picked out. This sen- 
tence will become " You did see that beautiful bird." 

11. Did he hear the song of the skylark ? 

12. The crowd cheered heartily. 

13. The crowd cheered the speaker. 

14. Balboa discovered the Pacific ocean. 

15. Josephus wrote a history of the Jews. 

16. The Swiss scenery is beautiful. 



54 H0EN8HEL' S ENGLISH GRAMMAR. 

LESSON XXXIY. 

THE PRONOUN. 

1. Examine these sentences : 

1. John learns because he studies. 

2. I go to school. 

In the first sentence, is he the name of anything ? Is it a noun ? 
Who studies? What word is used instead of John ? 

In the second sentence, who goes to school ? Is the word I a 
noun? The word I is used instead of what word? (It is used in- 
stead of the name of the speaker.) 

The words I and he are Pronouns. 

A word used for or instead of a noun is a PRONOUN. 

2. Copy the pronouns in these sentences : 

1. They are good boys. 

3. Henry has his book. 

3. The children study their lessons. 

4. She scolded him. 

5. Can you see us ? 

6. Here is the boy who was hurt. 

7. This is the man whom you saw. 

3. Fill each of these blanks with a pronoun : 

1. are my friends. 

2. are my friend. 

3. . went to . 

4. The teacher told to go. 

5. The pupils have lost books. 

6. must go with and . 

4. Write three declarative, three interrogative, and 
three imperative sentences, using a different pronoun in 
each sentence. 



HOENSHEL' 8 ENGLISH GRAMMAR. 55 

LESSON XXXV. 

THE ADVERB. 

1. Copy these sentences : 

1. He writes well. 

3. The pitcher is here. 
What word tells how he writes ? What word tells where the 
pitcher is ? 

Well and here are adverbs, modifying the verbs writes and is. 

3. The apple is very sweet. 

4. You came too soon. 

What part of speech is sweet? What word tells how sweet? 
What does soon tell? What part of speech is soon? What word 
tells how soon ? 

In these sentences very and too are adverbs. 

A word used to modify a verb, an adjective, or an adverb, 
is an ADVERB. 

2. Write a sentence with each of these adverbs : 

early, often, always, kindly, rarely, quietly, bravely, gently, 
very, nicely. 

3. Write three sentences in which an adverb modifies 
a verb. 

4. Write three sentences in which an adverb modifies 
an adjective. 

5. Write three sentences in which an adverb modifies 
an adverb. 



56 HOENSHEU 8 ENGLISH GBAMMAB. 

6. Copy these adjectives and adverbs: 

Adjectwes. Adverbs. Adjectives. Adverbs. 

quick, quickly; bright, brightly; 

bold, boldly ; bad, badly ; 

nice, nicely ; sweet, sweetly ; 

rapid, rapidly; careless, carelessly. 

How are the adverbs In the above list made ? 

T. Write two sentences, each containing three adjec- 
tives and two adverbs. 



LESSON XXXYI. 

Name the subject, predicate, and object of these sen- 
tences. Pick out the nouns, pronouns, verbs, adjectives, 
and adverbs. 

1. Frank and I were laughing heartily. 

2. She and I sat at the window. 

3. The task was soon accomplished. 

4. A man is easily known by the company he keeps. 

5. Pronounce your words distinctly and correctly. 

6. The men worked hard and fast, and the rocks were soon 

removed. 

7. How long did you remain in the city ? 

8. The traveler walked slowly because he was very tired. 

9. This topic will be fully discussed later. 

10. I ate dinner hurriedly yesterday. 

11. A winter so cold has never been known before. 

12. We all laughed very heartily. 

13. The birds chirp merrily. 

14. The boat glides very gracefully. 



HOENSHEL' 8 ENGLISH GRAMMAR. 57 

LESSON XXXVII. 

THE PHRASE. 

1. Examine these groups of words: 

ripe apples a truthful child 

in the house under the tree 

Are the above words properly put together? Does each group 
express a complete thought ? 

A group of words properly put together, but not express- 
ing a thought, is a PHRASE. 

2. Copj the following groups of words. Write the 
sentences in one column, the phrases in another, and 
those which are neither sentences nor plirases in a third : 

1. Fell heavily. 8. To the city. 

2. Covered v^ith snow. 9. Speak the truth. 

3. The grass is tall. 10. The grass is tall. 

4. City to the. 11. The ground was covered 

5. Over the barn. with snow. 
** 6. Careful thinking. 13. Grass tall. 

7. There was a heavy rain. 

3. Add phrases to these sentences : 

1. The birds fly . 

2. Axes are made . 

3. The house stands . 

4. The largest city is . 

5. The lambs play . 

4. Write ten sentences, each containing a phrase. 



58 HOENJillEL' S ENGLISH ORAMMAR. 

LESSON XXXYIII. 

REVIEW. 

1. Add to each of these sentences at least one adjec- 
tive, one adverb, and one phrase : 

1. Boys study. 

2. Waves clashed. 

3. The soldiers wore uniforms. 

4. The speaker was applauded. 

5. Houses are built. 

6. Books should be read. 

7. The sun is shining. 

8. Snow falls. 

9. The visitor will be here. 
10. The deer fled. 

2. Enlarge these sentences by adding several modi- 
fiers to each. Example: "Birds fly." "At the ap- 
proach of cold weather, many birds fly toward the south 
in search of a warmer climate." 

1. The horse drinks. 

2. The boy was punished. 

3. The whole earth smiles. 

4. That dog growls. 

5. Those books have been read. 

6. Locomotives whistle. 

7. The boat glides. 

8. Columbus discovered America. 

9. Stars shine. 
10. Lions roar. 



HOENSHEL'8 ENGLISH GRAMMAR. 59 

LESSON XXXIX. 

THE PREPOSITION. 

1. Copy these sentences : 

1. The cat is in the house. 
3. The cat is on the house. 
3. The cat is under the house. 

In these sentences the words in, on, and under show the situation 
of the cat with reference to, or in relation to, the house. We might 
say the cat is by, before, beside, or behind the house. The words 
in, under, on, before, etc., are Relation words, or Prepositions. 

2. Write six sentences, eacli containing a preposition. 

3. Write a sentence containing the preposition : 

at, through, across, toward, upon, during, by, over, among, 
between. 

You will notice that a preposition is nearly always followed by a 
noun or pronoun. The noun or pronoun is called the object of the 
preposition, and may be modified by one or more adjectives ; as, "He 
went to a good school." Here school is the object of the preposition 
to, and has two modifiers, a and good. 

4. Write sentences in which each of these words shall 

be used as the object of a preposition : 

armor them keg neighbor him story 
pond her piano ice it coachman. 



60 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON XL. 

THE CONJUNCTION. 

1. Examine the sentences : 

1 . Mary and Lucy read. 

What word connects Mary and Lucy ? 

2. Mary reads and Lucy writes. 

How many thoughts or assertions in this sentence? 
What word connects the assertions ? 

3. Mary studies, but Lucy recites. 
What word connects the two thoughts ? 

2. Name the connecting words in these sentences : 

1. Mary learns because she studies. 

2. Walter writes well, but slowly. 

3. She or I will go. 

4. The laborer worked, although he was sick. 

Connecting words are called CONJUNCTIONS. 

3. Fill these blanks with conjunctions : 

1. He will neither go send anybody. 

2. He works hard he is old. 

3. I will go you will. 

4. Vanderbilt became rich he was careful. 

4. Write five sentences, each having a conjunction. 

5. Use each pair of the following words in a sentence. 
Name the conjunctions in the sentences you write : 

all, awl ; bow, beau ; flew, flue ; 

reed, read ; sole, soul ; steel, steal ; 

toe, tow ; weigh, way ; seem, seam. 



HOENSHEL' S ENGLISH GRAMMAR. 61 

LESSON XLI. 
THE INTERJECTION.— REVIEW. 

1. Examine these sentences : 

1. Hurrah ! It snows. 

2. Ah ! What a disaster that was. 

3. Alas ! I cannot go. 

4. O, look at the sun ! 

What words in these sentences are used to express feeling or 
emotion ? 

Notice the punctuation of the above sentences. 

A word used to express strong feeling or emotion is called 
an INTERJECTION. 

2. An exclamation point ( ! ) should be used after 
every interjection, except O. 

3. Write five sentences, each containing an enterjec- 
tion. 

4. Write three sentences, each containing a preposi- 
tion and a conjunction. 

5. Write a sentence containing a noun, a pronoun, 
an adjective, a verb, an adverb, a preposition, and a 
conjunction. 

6. Write sentences illustrating two rules for the use 
of the comma. 

7. Write sentences illustrating three rules for the use 
of the period. 

8. Write sentences illustrating three rules for the use 
of capitals. 



62 HOENSUEL'S ENGLISH OBAMMAB. 

LESSON XLII. 

aUOTATIONS. 

1. Copy these sentences : 

1. The man said, "You must not take my apples." 

2. "I wish I had a kite," said Clarence Reed. 

3. "Come, Fannie," said Julia, "and go with me." 

Who said part of the first sentence? Of the second? Of the 
third ? 

Words and sentences borrowed from another are called 
QUOTATIONS. 

2. In the quotations just used, observe : 

1. The marks that inclose the quotations. 

2. That in the third sentence the quotation is broken in two, 

and the quotation marks inclose each part. 

3. That the quotation is separated from the rest of the sen- 

tence by a comma. 

4. That when a quotation expresses a thought, it should 

begin with a capital.* 

3. Copy these sentences, and place quotation marks 
where necessary : 

1. Watch my horse, and I'll give you a dime, said the 

soldier. 

2. The cat said, I'll catch you, little mouse. 

3. I know, said Charles, what you want. 

4. The boy said, Come here, Towser. 

4. Write five sentences, using quotations. 

*It is not thought best to speak of direct or indirect quotations in this place. 



HOENSHEL'S ENGLISH GRAMMAR. 63 

5. Imagine two boys, Ralph and Arthur, talking about 
the Fourth of July. Write what they might say to each 
other, using quotation marks where necessary. 



LESSON XLIII 

REVIEW. 



Point out the nouns, pronouns, verbs, adjectives, 
adverbs, prepositions, and conjunctions in these sen- 
tences. Tell whether the nouns are proper or common. 
Name the subject, predicate, and object. 

1. Koses delight us with their color and fragrance. 

3. The music of the organ resembles the roar of the thunder. 

3. Charles Dickens was buried in Westminster Abbey. 

4. Swallows sometimes build their nests in chimneys. 

5. Dates grow on palm trees. 

6. Csesar gained very many victories. 

7. A large basket was filled with ripe peaches. 

8. People often make mistakes. 

9. The inhabitants of Switzerland are very industrious. 

10. He is an exceedingly careful workman. 

11. The careless boy lost his coat and his cap. 

12. The wind and the rain delayed our journey. 

13. Sooner or later we must pass away. 

14. I never before saw a more beautiful sight. 

15. The weary father gently kissed his sick child. 

16. She gave her sister a new book. 



64 HOENSHEI/S ENGLISH GRAMMAR. 

LESSON XLiy. 

THE COW. 

1. Write one or more sentences telling something 
about — 

1. The size. 

2. The color. 

3. The different kinds. 

4. The covering of the body. 

5. How they defend themselves. 

6. Their use. 

2. Arrange and combine all your sentences so that 
they will form a story or essay about the cow. 



LESSON XLY. 

REVIEW. 



1. Name the nouns, pronouns, etc., as in the previous 
lesson : 

1. Some very large diamonds were bought. 

2. The birds and flowers have now appeared again. 

3. Bad habits are seldom overcome. 

4. Good men are very frequently abused by bad men. 

5. Some mountains are high and grand. 

6. Every man should carefully think for himself. 

7. We saw many beautiful works of art. 



HOENSHEL'8 ENGLISH GRAMMAR. 



65 



2. Insert commas, capitals, and quotation marks, 
where necessary, in these sentences : 

1. Longfellow says learn to labor and to wait. 

2. He also says art is long and time is fleeting. 

3. Hard work said he is the key to success. 

4. Night is the time for rest says the poet. 

5. The child is father of the man writes Wordsworth. 

6. How many are you then said I if they two are in heaven ? 

7. 'Tis only noble to be good says Tennyson. 

8. He said to the wild sea be still. 



2. 



3. 



4. 



LESSON XLYI. 

DIAGRAMMING. 

farmer | plants 




• 


1 The 




spring. 


corn 






Elephants 




the 


- 


tigers |i \ 


are found 














5* 




Asia 




\ 


• 1 

: ^ 






\ 


Africa. 


Pupils 1 study 




















S 








grammar. 




t 


lew 




bird 1 




] 


: a sang 




A 










sm 


all 














very 





66 



HOENSHEL'S ENGLISH GRAMMAR. 



5. 


Sugar 


IS - 


c 


,weet. 




mountains j 


are — 


, i" 


high 


6. 


S- grand. 




Some 


:) 


\: 








Mary 




7. 


Lilly X 


live 




Kate a- 


f 




here. 









EXPLANATION OF THE DIAORAMS. 

The subject and predicate are written on heavy horizontal lines. 
The subject and predicate are separated by a short vertical line. The 
object Is placed after the predicate and a little below it.* 

Adjectives and adverbs are placed under the words they modify. 
An adjective in the predicate is separated from the verb by a dash. 

In the seventh diagram, the word and is left out between Mary 
and Lilly. Its place is marked with a cross ( X )• 

Other points in the diagrams need no explanation. 

8. Diagram the sentences in Lesson XLIII (except 
the 10th and 16th). 



LESSON XLYII 



1. Diagram the sentences in Lesson XLY. 

2. Diagram these sentences : 

1. Shakespeare wrote plays and poems. 

2. Gates, Arnold, and Wayne fought in the Revolutionary 

War. 

3. Our teacher has traveled in Europe, Asia, and Africa. 

4. The short, dreary days have come. 



* The object is placed below the predicate because it really modifies the predi- 
cate. Some call the object an objective modifier. 



HOENSHEL'S ENGLISH GRAMMAR. 67 

5. Man suffers for every wrong deed. 

6. Pupils should always obey cheerfully. 

7. Quite long lessons are sometimes given. 

8. The birds have come back rather early. 

9. An education is not acquired in a short time. 
10. A large tree stands on the top of the hill. 



LESSON XLYIII. 

CITY OR COUNTKY. 



Write an essay, telling whether you would rather live 
in the city or in the country, and give reasons for your 
choice. Be careful about your spelling and punctuation. 



PART TWO. 



LESSON I. 

NOUNS — CLASSIFICATION. 

1. A Noun is the name of anything ; as, London, 
city, man, hope. 

2. A Proper Noun is the name of a particular person, 
place, or thing ; as, Charles, London, Towser. 

3. A Common Noun is a general name, and can be 
applied to any one of a class ; as, boy, city, dog. 

Some nouns are the names of groups of persons or things ; as, 
audience, fleet. 

Such nouns are called Collective Nouns. 

4. A Collective Noun is a name applied to a group of 
objects ; as, flock, swarm, company. 

Some nouns are applied to qualities or conditions of persons or 
things; as, wisdom, cold, height. We can think of wisdom, 
cold, and height without reference to &uy particular person or thing 
as having these qualities or conditions. Such nouns are called Ab- 
stract Nouns. 

5. An Abstract Noun is the name of a quality, not 
of a substance ; as, beauty, virtue, whiteness. 

A substance is anything that has weight. 

Collective and abstract nouns are common nouns. 

(68) 



HOENSHEL'S ENGLISH OBAMMAR. 69 

6. Name the subject, predicate, and object of these 
sentences. Copy all the nouns, placing the proper, 
the common, the collective, and the abstract nouns in 
separate groups. 

The collective and the abstract nouns will be written twice ; they 
will be written with the common nouns, and also in groups of their 
own. 

1. The Legislature adjourned at ten o'clock. 

2. The Mississippi river has a length of four thousand miles. 

3. The lowing herd winds slowly o'er the lea. 

4. Honor and shame from no condition rise. 

5. Who wrote Paradise Lost f 

6. Time had worn deep furrows in his face. 

7. Wisdom is better than strength. 

8. A gang of thieves was captured by the police. 

9. The bravery of the soldier was remarkable. 

7. Diagram the sentences in paragraph 6. 



LESSON II. 

CAPITALS.— PUNCTUATION.— REVIEW. 

1. A capital letter should be used — 

1. For the first letter of every sentence. 

2. For the first letter of every proper noun. 

3. For the first letter of every line of poetry. 

4. For the first line of every direct quotation. 
.5. For initials that represent proper nouns. 

6. For the words I and O. 

7. For the first letter of all names applied to God. 

8. For the first letter of the days of the week and the months 

of the year ; but the names of the seasons should not 
begin with a capital. 



70 H0EN8HEL' 8 ENOLISII GRAMMAR. 

2. A letter or letters are often used for a word of 
which they are a part ; as, Gen. for General, doz. for 
dozen. These shortened forms are called Abbrevia- 
tions. 

3. A period should be used — 

1. At the close of each declarative and imperative sentence. 

2. After each initial. 

3. After every abbreviation. 

4. A comma should be used — 

1. To separate the name of the person addressed from the 

remainder of the sentence. 
If the name is not at the beginning or end of the sentence, two 
commas must be used. 

2. To separate the words of a series. The word and is sel- 

dom used except between the last two of a series, but 
if and is used between every two, no comma should be 
used. Examples : The farmer raises wheat, corn, and 
oats. The farmer raises w^heat and corn and oats. 

5. The interrogation point should be used at the close 
of every interrogative sentence. 

6. Write two sentences, each containing a noun that 
is the name of — 

1. A class of animals. 

2. A class of trees. 

3. A class of buildings. 

4. A class of flowers. 
'5. A special animal. 

6. A special building. 

7. A special book. 

8. A class of books. 



H0EN8HEL' S ENGLISH OBAMMAB. 71 

7. Write a sentence containing a noun that names a 
collection of — 





1. Bees. 




5. 


Fish. 




2. Soldiers. 




6. 


Wolves. 




3. Sailors. 




7. 


Chickens. 




4. Buffaloes. 




8. 


Thieves. 


8. 


Write a sentence 


con 


taining an abstract noun 


3a] 


ling nearly the 


same 


as- 


- 




1. Beautiful. 






6. Strength. 




3. Cheerfulness 






7. High. 




3. Sweet. 






8. Wide. 




4. Proud. 






9. Hard. 




5. Deceive. 






10. Wise. 



LESSON III. 

GENDER. 

Several parts of speech are subject to changes in form and mean- 
ing ; as : boy, boy's ; girl, girls ; large, larger ; read, reads. Such 
changes of form or meaning are called Properties or Modifica- 
tions. 

1. Gender is a distinction of nouns and pronouns in 
regard to sex. 

2. Nouns and pronouns that refer to males are of the 
Masculine Gender; as, father, he, Henry, king. 

3. Nouns and pronouns that refer to females are 
of the Feminine Gender; as, sister, she, Mary, 
queen. 



72 IIOENSHEL'S ENGLISH GBAMMAB. 

4. Nouns and pronouns that refer to objects neither 
male nor female are of the Neuter Gender; as, tree, 
city, it, house. 

5. Nouns and pronouns that refer to either males or 
females, or both, are of the Common Gender; as, 
parent, bird, they, children. 

6. Notice these nouns : 

brother, sister ; lion, lioness ; manservant, maidservant. 
You will notice that the gender is shown in different ways. 

7. The gender of nouns is shown in three ways : by 
using different words, by using different endings, and 
by placing different words before a noun of the com- 
mon gender. 

8. Copy these masculine nouns, and opposite each 
write the corresponding feminine form : 



bachelor 


husband 


uncle 


emperor 


boy 


king 


man 


Mr. 


brother 


nephew 


actor 


he-goat 


father 


son 


tiger 


landlord 



9. Name the gender of each noun in these sentences : 

1. The Greeks were brave soldiers. 

2. Idleness is the parent of vice. 

3. The actress was weeping bitterly. 

4. The moon receives its light from the sun. 

5. Solomon had sheep, oxen, menservants, and maidservants. 

6. The teacher took the child in her arms. 

7. The last ray of sunshine departed. 

8. I sat beside the cheerful fire. 

10. Write three sentences having masculine subjects 
and feminine objects. 



HOENSHEL'S ENGLISH GRAMMAR. 73 

11. Write three sentences having feminine subjects 
and neuter objects. 

12. Write three sentences having nouns of the com- 
mon gender for subjects. 

The tendency of modern writers is to omit the feminine ending 
from many words to which it was formerly attached. This tendency 
should be encouraged, for we have no n^ed of such words as author- 
ess, editoress, and instructress. 



LESSON lY. 

PERSON. 



1. Examine these sentences : 

1. I, John, am sixteen years old. 

2. Henry, you are sixteen years old. 

3. William says he is sixteen years old. 

You will observe that I and John in the first sentence refer to the 
speaker, that Henry and you in the second sentence refer to the 
person spoken to, and that William and he in the third sentence 
refer to the person spoken of. This change in the use of nouns and 
pronouns is called Person. 

2. Person is that property of a noun or pronoun 
which denotes the speaker, the person spoken to, or the 
person spoken of. 

3. The First Person denotes the speaker; as, "I, 
Paul, am an apostle." 



74 H0EN8HEL'S ENGLISH GRAMMAR. 

4. The Second Person denotes the person spoken 
to; as, "James, come here." "Mr. President, I 
second that motion." 

5. The Third Person denotes the person or thing 
spoken of; as, "Csesar was a general/' "I heard 
the thunder roar." 

6. Name the gender and person of the nouns and 
pronouns in these sentences: 

1. Friends, I am glad to see you. 

2. Are these tree^ old ? 

3. Are you here too, Brutus ? 

4. The citizens believe that they are not in the wrong. 

5. Queen Victoria is Queen of England. 

6. When Lucy had solved the problem she said, "1 have it." 

7. Write a sentence having for its subject — 

1. A proper noun, masculine, third person. 

2. A pronoun, masculine, second person. 

3. A pronoun, feminine, second person. 

4. A pronoun, neuter, third person. 

5. A pronoun, masculine, first person. 

6. A common noun, feminine, third person. 

7. A common noun, common gender, third person. 

8. Use each of these words in sentences: 

fir, fur ; hose, hoes ; pray, prey ; in, inn ; peace, piece ; rode, 
road, rowed. 



HOENSHEL' 8 ENGLISH GRAMMAR. 75 

LESSON Y. 

NUMBER. 

1. Examine these nouns and pronouns : 

book, books ; box, boxes ; I, we ; he, they. 
You will observe that some of them mean one, and some mean- 
more than one. This change in reading is called Number. 

2. Number is that modification of a noun or pronoun 
by which it denotes one or more than one. 

3. The Singular Number denotes but one. 

4. The plural number denotes more than one. 

5. Most nouns form the plural by adding s to the 
singular; as, tree, trees; eagle, eagles. 

6. Notice these singular and plural nouns : 

dress, dresses ; bench, benches ; fox, foxes ; dish, dishes. 
If you add s to these singular nouns, you will find that you cannot 
pronounce them without making an additional syllable. The plural 
of such nouns is formed by adding es. 

7. Nouns ending in s, z, X, sh, and eh form the 
plural by adding es. 

8. Examine these singular and plural nouns : 

boy, boys ; lady, ladies. 
What letter precedes y in boy? Is it a vowel or a consonant ? 
What letter precedes y in lady? Is it a vowel or a consonant ? 

9. Nouns ending in y preceded by a vowel form the 
plural by adding s. Nouns ending in y preceded by a 



76 HOENSHEL' S ENGLISH GRAMMAR. 

consonant form the plural by changing y to i and add- 
ing es. 

10. Most nonns ending in f and fe form the plural 
by adding s. The following change f and fe to v and 
add es: 

beef, calf, half, knife, leaf, life, self, shelf, thief, wife, wolf. 

11. Write the plural of each of the followhig nouns, 
and give the rule : 



latch 


body 


brush 


county 


safe 


sky 


circus 


pony 


proof 


roof 


berry 


ferry 


wife 


chief 


city 


baby 


daisy 


half 


turkey 


buggy 



LESSON YI. 

NUMBER — Continued. 

1. Some nouns form their plural irregularly; as — 

child, children ; goose, geese ; 

foot, feet; man, men; 

mouse, mice ; ox, oxen ; 

tooth, teeth ; woman, women. 

2. A few nouns have the same form in both numbers ; 
as, one deer, several deer; one sheep, many sheep. 

3. Some nouns have no singular ; as, ashes, scis- 
sors, oats, tongs. 



HOENSHEL'S ENGLISH GRAMMAR. 77 

4. Change the nouns of these sentences from the sin- 
gular to the plural, and write the sentences correctly : 

1. The alley is narrow. 

2. The branch is long. 

3. The army has marched a long distance. 

4. The monkey is a cunning animal. 

5. A large fly is on the plate. 

6. My pony is blaclt and my ox is brown. 

7. The thief stole a muff and a calf. 

5. Examine these sentences : 

1. This man is old. 

2. That boy is skating. 

3. These men are old. 

4. Those boys are skating. 

6. This and that are used with singular nouns, and 
these and those with plural nouns. 

7. Use these instead of this, and those instead of 
that, and rewrite these sentences : 

1. This lady has a bonnet. 

2. That ox is large. 

3. That tooth is decayed. 

4. This knife has two blades. 

5. Was this penny made in 1894 ? 

6. That wild goose is going south. 

8. Fill these blanks with this, that, these, and 
those, in turn, and write the sentences correctly : 

1. I do not like kind of apples. 

2. sort of berries is not sweet. 

3. The teacher likes to have kind of boys in his school. 

9. Use each of these words in a sentence having a 
singular subject : 

fair, fare ; seller, cellar ; sent, cent, scent ; gate, gait ; red, 
read; sees, seas, seize. 



78 H0EN8HEL' S ENGLISH QRAMMAB. 

10. Use each of these words in a sentence having a 
plural subject : 

lie, lye ; tax, tacks ; pare, pair, pear ; sell, cell ; ware, wear ; 
to, two, too. 



LESSON YII. 

REVIEW. 

1. Write the plural of each of these words : 



body 


gallery 


lily 


kidney 


pulley 


poppy 


gulf 


valley 


^rite the 


singular 


oxen 


mice 


series 


measles 


feet 


swine 



copy 


dairy 


journey 


donkey 


child 


truth 


chimney 


trout 


se nouns : 




wages 


salmon 


mumps 


shears 


juries 


thanks 



3. Change the nouns of these sentences from the 
singular to the plural, and rewrite the sentences : 

1. The lady sang a song. 

2. My pony has white feet. 

3. The leaf of the palm tree is large. 

4. One family lives in that old house. 

5. A large salmon was caught in the river. 

4. Name the gender, person, and number of each 
noun in these sentences: 

1. The topaz is a beautiful gem. 

2. The traveler delighted us by singing a solo. 

3. My friends, why do you return so soon ? 

4. I, John, saw all these things. 

5. The deer were admiring themselves in the brook. 

6. The farmer was breaking prairie with three yoke of oxen. 

7. Mr. President, I rise to ask a question. 

5. Diagram the sentences in paragraph 3. 



H0EN8HEL' S ENGLISH GRAMMAR. 79 

LESSON YIII. 
CASE — NOMINATIVE AND OBJECTIVE. 

1. Examine these sentences: 

1. The man is sick. 

2. I know the man. 

3. The book belongs to the man. 

4. I have the man's hat. 

You will observe that a noun (or a pronoun) may have different 
offices in a sentence. It maj^ be the subject, it may be the object of a 
verb or preposition, or it may denote possession. These different of- 
fices of nouns and pronouns are called Cases. 

2. A noun or pronoun used as the subject of a sen- 
tence is in the Nominative Case. 

3. A noun or pronoun used as the object of a verb 
or preposition is in the Objective Case. 

4. Give the case of all the nouns in these sentences: 

1. The dog caught the pet kitten. 

2. Burgoyne surrendered at Saratoga. 

3. The Second Continental Congress convened at Philadel- 

phia. 

4. The temple of Jupiter was in Rome. 

5. The dog ran under the house. 

6. Can the deer run ? 

7. Have the men returned from the city ? 

8. Education gives power. 

9. Necessity never made a good bargain. 
10. No man can hide his shame from heaven. 

5. Write three sentences, each having a noun in the 
objective case, object of a verb, and a noun in the ob- 
jective case, object of a preposition. 



80 HOENSHEL'S ENGLISH OBAMMAR. 

6. Examine this sentence : 

Milton, was a poet. 
Is poet part of the predicate ? Does it mean the same person as 
Milton ? Does the verb was express action ? Can poet be the ob- 
ject of was? 

7. When a noun forms part of the predicate and de- 
notes the same person or thing as the subject, it is called 
a Predicate Noun, or Predicate Nominative, and 
is in the same case as the subject. 

The predicate nominative may be a pronoun; as, "I am he." 
The predicate nominative is sometimes called Attribute Com- 
plement. 

8. Name the predicate noun in each of these sen- 
tences : 

1. Csesar was the conqueror of Gaul. 

2. Harvey was the discoverer of the circulation of the blood. 

3. Grant was the leader of the army. 

4. De Foe was the author of " Robinson Crusoe." 

5. They had been friends in youth. 

6. Washington has been called the Father of his Country. 

7. The studious boy became a good scholar. 



LESSON IX. 

CASE — FORMATION OF THE POSSESSIVE. 

1. A noun or pronoun used to denote possession is 
in the Possessive Case. 

2. In these sentences examine the nouns that are in 
the possessive case : 

1. The boy's hat is torn. 

2. The boys' hats are torn. 

3. The child's books are new. 

4. The children's books are new. 



HOEN^HEr S ENGLISH GRAMMAR. 81 

3. Singular nouns, and plural nouns not ending in s, 
form the possessive bj adding the apostrophe (') and s. 

Plural nouns ending in s form the possessive by add- 
ing the apostrophe only. 

When you wish to write the possessive plural of a noun, write the 
plural first, then examine it before you decide whether to add the 
apostrophe only or the apostrophe and s. 

4. Write the possessive singular, the plural, and the 
possessive plural of these nouns; thus — 

Pos. Sing. Plural. Pos. Plural. 

boy's. boys. boys', 

bird, man, child, dog, lady, woman, box, horse. 

5. Change these expressions to the form of the pos- 
sessive case ; thus — 

The hat of the lady — The lady's hat. 

1. The hats of the ladies. 

2. The store of the farmers. 

3. The shoes of the children. 

4. The feathers of the bird. 

5. The feathers of the birds. 

6. The wings of the butterflies. 

7. The tails of the monkeys. 

8. The records of the ball-players. 

9. The decision of the judges.* 



* These exercises should be continued until the pupils can form the possessive 
without making mistakes. 



82 H0EN8HEL' S ENGLISH ORAMMAB. 

LESSON X. 

REVIEW. 

1. Name the case of each noun in these sentences: 

1. The teacher and pupils heard the girl's song. 

2. December's cold and dreary days are here. 

3. Cpesar conquered Gaul. 

4. Harvey discovered the circulation of the blood. 

5. Grant led the army. 

6. De Foe wrote "Robinson Crusoe." 

7. The Romans conquered the civilized world. 

8. The grim beadle now made a gesture with his staff. 

9. The waves rush In on every hand. 

10. Grandfather's chair stood by the fireside. 

11. The laws of nature are the thoughts of God. 

12. Franklin invented the lightning rod. 

13. Fulton was the inventor of the steamboat. 

14. The people of Denmark, Norway, and Sweden are called 

Scandinavians. 

15. Roger Williams was the founder of Rhode Island. 

16. Lee surrendered his army to Grant. 

2. Use each of these nouns in six sentences : First, in 
the nominative case, subject; second, in the nominative 
case, predicate ; third, in the objective case, object of a 
verb; fourtli, in the objective case, object of a prepo- 
sition; fifth, in the possessive singular; sixth, in the 
possessive plural. 

squirrel, mountain, coward, pony. 

3. We now see that the modifications of nouns are 
gender, person, number, and case. 



HOENSHEL' 8 ENGLISH GRAMMAR. 83 



LESSON XI. 



1. Notice this diagram : 

friend | is = author. 

I brother's | an 



My 



EXr»LANATlON. 

A noim or prououii in the possessive case is placed as a modifier of 
the word denoting the thing possessed. 

A noun or pronoun in the predicate is separated from the verb by 
two dashes. 

2. Diagram the sentences in paragraplis 3 and 7, 
lesson 8; and paragraph 1, lesson 10. 



LESSON XII. 

REVIEW. 

1. Mention two or more nouns that denote smaller 
classes of the objects denoted by each of these nouns: 



books 


vehicle 


disease 


games 


flower 


mineral 


insect 


tool 


fruit 


vegetable 


bird 


quadruped 


mechanic 


building 


grass 


tree 



2. Name the gender, person, number, and case of 
each noun in these sentences : 

1. On Christmas, Robert received a beautiful present from 

his uncle. 

2. The hunter caught a fox in a hole by the bridge. 

3. The Esquimaux endure severe cold in winter. 



84 IlOENSHErS ENGLISH GRAMMAR. 

4. My friend's horse was killed by hard work. 

5. The wisest men sometimes make mistakes. 

6. The eagle can carry a lamb in its talons. 

7. Spring's pleasant days are here. 

8. The hero of the story should be a brave man. 

9. The visit to the park was a delightful event. 

10. Temperance is a virtue. 

11. Tadpoles become frogs. 

13. The eye is the organ of sight. 

3. Diagram the preceding sentences. 



LESSON XIII. 

PHRASES CLASSIFIED. 

1. A modifier may be a phrase; as — 

1. The strength of the lion is great. 

2. The President lives in Washington. 

You will notice that of the lion modifies the noun strength, aud 
in Washington modifies the verb lives. 

2. A plirase modifying a noun or pronoun is an 
Adjective Phrase, and a phrase modifying a verb, an 
adjective, or an adverb, is an Adverb Phrase. 

3. Copy the phrases in these sentences. Place the 
adjective phrases in one column, and theadverb phrases 
in another : 

1. The sun sets in the west. 

3. The house on the hill is large. 

3. Hannibal was a general of great renown. 

4. The train of emigrants went slowly over the prairie. 

5. The university stands on a hill. 

6. The water of the ocean is salt. 



HOENSHEL'S ENGLISH GRAMMAR. 85 

7. A large number of bushels of wheat was carried on a train 

of twenty cars. 

8. The city of Philadelphia is on the Delaware river. 

4. Write five sentences containing adjective phrases. 

5. Write five sentences containing adverb phrases. 



LESSON XIY 

PARSING. 



1. Parsing a word is naming the part of speech, the 
class or subdivision to which it belongs, all its modifi- 
cations, and its relations to other words. ^ 

2. The following is the order for parsing nouns : 
noun, class, gender, person, number, case, syntax. (By 
syntax is meant the office of the noun in the sentence.) 

EXAMPLES. 

Columbus was a sailor, and had three ships in his fleet. 

Columbus is a noun, proper; masculine gender, third person, sin- 
gular number, nominative case, subject of the verbs was and had. 

Sailor is a noun, common ; masculine gender, third person, singu- 
lar number, nominative case, in predicate with the verb was. 

Ships is a noun, common ; neuter gender, third person, plural 
number, objective case, object of the verb had. 

Fleet is a noun, common; neuter gender, third person, singular 
number, objective case, object of the preposition in. 

Remark. — At first pupils should say, "masculine gender, third 
person, singular number," etc., but after they are familiar with the 
order they may say "masculine, third, singular,-' etc. 

*It is essential, in good parsing, to have a regular and systematic order, and 
to follow the same order all the time. 



86 



HOENSHEL' 8 ENGLISH GRAMMAR. 



3. The following is a model for written parsing of 
the noun : 







Class. 


Gen- 
der. 


Per- 
son. 


Num- 
ber. 


Case. 


Syntax. 


Columbus 
sailor 
ships 
fleet 


proper 
common 
common 
common 


mas. 
mas. 
neu. 
neu. 


third 
third 
third 
third 


sing, 
sing, 
plural 
sing. 


nom. 
nom. 
obj, 
obj. 


subject of was and had. 
predicate with was. 
object of had. 
object of in. 



4. Name the subjects, predicates, and objects in these 
sentences. Pick out the adjective and adverb phrases, 
and tell what word each phrase modifies. Tell what 
part of speech each word is. Parse all the nouns ac- 
cording to the preceding model. 

1. A pretty shawl, warm and white, was wrapped around 

the baby. 

2. Young persons should take exercise in the open air. 

3. Time and tide wait for no man. 

4. Hollanders can skate fast and well. 

5. After breakfast the traveler started on his way. 

6. Examine the teacher's solution carefully. 

7. The West Indies are islands in the Atlantic Ocean. 

8. Honesty is the best policy. 

9. The workman did a good day's work. 
10. Wit is not always wisdom. 

5. Notice this diagram : 

Study your lessons carefully and thoughtfully. 
X I study 





and 




lessons 




thoi 


your 
ightfully. 




care 


fully 



As the subject (you) is not expresssd, we put a cross (X ) i" its 
place. 

6. Diagram the sentences in paragrapli 4. 



HOENSHEL'S ENGLISH GRAMMAR, 87 

LESSON XY. 

THE NOUN. 

Write an essay on the noun, telling all you can about 
its classes and properties, and giving at least one exam- 
ple after each definition. 



LESSON XYI. 

PRONOUNS — CLASSIFICATION. 

1. A Pronoun is a word used instead of a noun. 

2. The Antecedent of a pronoun is the word for 

which it stands. 

Some pronouns, as I, you, and he, show by their form whether 
they stand for the speaker, the person spoken to, or the person spoken 
of. They are called Personal Pronouns. 

3. A Personal Pronoun is one that indicates its per- 
son by its form. 

4. The following are the personal pronouns : 

SINGULAR. 

Nominative I thou you he she it 

Possessive my thy your his her its 

Objective me thee you him her it 

PLUKAL. 

Nominative we ye you they 

Possessive our your their 

Objective us you them 



88 HOENSHEL'S ENGLISH GBAMMAll. 

The possessive forms given above are used with nouns, but the 
forms mine, thine, hers, ours, yours, and theirs are used when 
no noun follows the possessive ; as — 
That is my pencil. 
That pencil is mine. 
The nominative forms should not be used as the object, nor the 
objective forms as the subject or predicate nominative. 

5. Sometimes self or selves is added to the personal 
proDouns. Thej are tlien called Compound Personal 
Pronouns. 

The Compound Personal Pronouns are myself, thyself, your- 
self, himself, herself, and itself, in the singular, and the plurals, 
ourselves, yourselves, and themselves. 

6. Examine these sentences : 

1. Who has my book ? 

2. Which is right? 

3. What have you '.' 

In these sentences who, which, and what stand for the names 
that represent the answers to the questions ; therefore, they are pro- 
nouns. They are used to ask questions; therefore, they are called 
Interrogative Pronouns. 

7. An Interrogative Pronoun is one used in asking 
questions. 

The interrogative pronouns are who, which, and what. Whose 
is the possessive form of who and which, and whom is the objective 
form of who. 

8. Examine these sentences : 

1. Some (men) are rich. 

2. Each (pupil) must study for himself. 

3. This book is yours, that (book) is mine. 

In these sentences, if we use the words ia parentheses, the words 
some, each, and that are adjectives. If we omit the words in 
parentheses, the words some, each, and that take their place, or 
stand for them. Therefore, they are cdlled Adjective Pronouns. 



H0EN8HEL' S BNGLISH GRAMMAR. 89 

9. An Adjective Pronoun is one that performs the 
offices of an adjective and a noun. 

10. Point out all the pronouns in these sentences, 
and tell whether they are personal, interrogative, or 
adjective : 

1. Who defeated Napoleon ? 

3. Mauy do not obtain their wishes. 

3. Who is he? 

4. I heard her request. 

5. These are white, but those are black. 

6. I saw them when they did it. 

11. Write three sentences, each containing — 

1. A personal pronoun. 

2. A compound personal pronoun. 

3. An interrogative pronoun. 

4. An adjective pronoun. 



LESSON XYII. 

PRONOUNS — RELATIVE.— REVIEW. 

1. Many sentences contain more than one statement, 
as you will see by examining the following : 

1. The owner of the house, who is a rich man, lives in New 

York. 

2. This animal, which is a lion, was captured in Africa. 

3. The book that lies on the table is a reader. 

In these sentences the words who, wh.ich, and that are used in- 
stead of the nouns owner, animal, and book; therefore they are 
3)ronouns. The antecedent of who is owner, the antecedent of 
which is animal, and the antecedent of that is book. 



90 H0EN8HEL' S ENGLISH OBAMMAR. 

You will observe that each of these pronouns is a connective, con- 
necting the two statements in each sentence. Such pronouns are 
called Relative Pronouns. 

2. The pronouns who, which, and that, when not 
used in asking questions, are Relative Pronouns. 

3. Name the relative pronouns in these sentences : 

1. I know the man who built this boat. 

2. The figs which we ate came in a neat box. 

3. The storm that came so suddenly did much damage. 

4. The evil that men do lives after them. 

5. None knew the sorrow that she felt. 

6. The eye, which sees all things, cannot see itself. 

7. He who cannot read needs a teacher. 

4. Write three sentences, each containing a relative 
pronoun. 

5. Name all the pronouns in these sentences, and tell 
whether they are personal, interrogative, adjective, or 
relative : 

1. Who built the first house in this city? 

2. These books are large, those are small. 

3. The little girl went with her mother. 

4. Boys often injure themselves while they are playing. 

5. The boy who threw the stone has not been caught. 

6. What did he say ? 

7. That is the same story that you read yesterday. 

8. He will fulfill his promise. 

9. We respect those who respect themselves. 
10. We ourselves are to blame. 

6. Pronouns have the same modifications as nouns. 



HOENSHEL' 8 ENGLISH GRAMMAR. 91 

LESSON XYIII. 

PRONOUNS — AGREEMENT — CORRECT FORMS, 

1. Examine these sentences: 

1. John learns because he studies. 

2. The lady supported herself by sewing. 

3. All men must do their duty. 

You will notice that he agrees with John in gender, person, and 
number, that herself agrees with lady, and their agrees with men. 
You will also notice that these pronouns do not all have the same case 
as their antecedents. 

2. A pronoun must have the same gender, person, 
and number as its antecedent, but its case depends on 
its office in the sentence. 

3. Give the gender, person, and number of these pro- 
nouns : 

1. The rich man left all his money to his children. 

3. The little animal ran to its hiding-place. 

3. The queen dismissed her waiting-maid. 

4. Hail to the chief who in triumph advances. 

5. He that is slow to anger is better than the mighty. 

6. Do you kuow that girl who recently joined our class? 

4. Give the gender, person, and number of the pro- 
nouns in the sentences given in paragraph 10, lesson 16, 
and in paragraphs 3 and 5, lesson 17. 

5. Notice the case forms of these pronouns : 

1. It is I. 

2. It is he. 

3. It was she. 



■92 HOENSHEL'S ENGLISH GRAMMAR. 

4. It was they. 

5. It was James and I. 

Observe that the nominative form should be used when a pronoun 
is in predicate with a verb. 

6. Fill each of these blanks with a personal pronoun : 

1. Who did that? It was . 

2. Was it or—? 

3. Who are'these? It is Jennie and . 

4. Have and been to the city ? 

5. and arrived last week. 

6. I thought it was . 

7. It could not have been . 

8. Lucy and are in tlie same class. 



LESSON XIX. 

PRONOUNS — PARSING. 

1. The following is the order for parsing pronouns : 
Olass, gender, person, number (to agree with its ante- 
cedent), case, syntax. 

EXAMPLES. 

The boy learns because he studies. 
He is a pronoun, personal ; masculine, third, singular, to agree 
"with its antecedent, boy; nominative, subject of the verb studies. 
I have her book. 
I is a pronoun, personal ; common gender, first, singular, to agree 
with its antecedent, the speaker; nominative, subject of the verb 
liave. 

Her is a pronoun, personal ; feminine, third, singular, to agree 
with its antecedent, the person spoken of; possessive, possessor of 
book. 

Who are you ? ( You are who ? ) 

You is a pronoun, personal; common, second, plural,* to agree 

* You should always be parsed as plural, because it always requires a plural 
^erb. 



HOENSIlEr S ENGLISH GRAMMAR. 93 

with its antecedent, the person or persons addressed; nominative, 
subject of the verb are. 
Who is going ? 
Who is a pronoun, interrogative ; common, third, singuiar, to 
agree with its antecedent, the person spoken of; nominative, subject 
of the verb is going. 

2. Model for written parsing. 
She studies her lessons. 



she 
her 



Class. 



per. 
per. 



Gen- 
der. 



fem. 
fem. 



Pel'- j Nuni- 
son. her. 



third j sing. 



Antecedent. ^Case. \ Syntax. 



per. spoken of nom sub. of studies. 



ihird I sing. she 1 pos. posseses lessons. 



3. Parse the pronouns in these sentences : 

1. My friends visit me often. 

2. We improve ourselves hy close application. 

3. Mary's mother sent her to school. 

4. Who robbed the bird's nest? 

5. This is not right. 

6. Very few injure themselves by too much study. 

7. What did he do ? 

8. Thou Shalt not kill. 

9. Did Mary and Lucy recite their lessons correctly ? 
10. We followed the fox to its den. 

4. Diagram the sentences in the above paragraph. 



LESSON XX. 

REVIEW. 



1. Write a sentence having for its subject — 

1. A personal pronoun, first, singular. 

2. A personal pronoun, first, plural. 

3. A personal pronoun., second, plural. 

4. A personal pronoun, masculine, third, singular. 

5. A personal pronoun, neuter, third, singular. 



<)4 HOEJS'SHEL'S ENGLISH OBAMMAR. 

6. A personal pronoun, common, third, plural. 

7. An interrogative pronoun. 

8. An adjective pronoun, singular. 

9. An adjective pronoun, plural. 

2. Write a sentence having for its predicate nomina- 
tive — 

1. A personal pronoun, third, singular. 

3. A personal pronoun, common, third, plural. 

3. A personal pronoun, common, first, plural. 

4. A personal pronoun, common, first, singular. 

3. Write a sentence liaving for its object — 

1. An adjective pronoun, singular. 

2. An adjective pronoun, plural. 

3. A personal pronoun, masculine, third, singular. 

4. A personal pronoun, third, plural. 

5. A personal pronoun, feminine, third, singular. 

6. A personal pronoun, neuter, third, plural. 



LESSON XXI. 

1. Write sentences, using nine different personal pro- 
nouns as predicate nominatives. 

2. Write an essay on the pronoun, defining the differ- 
ent classes and modifications, and illustrate each defini- 
tion bj examples. 



HOENSHEL'S ENGLISH GRAMMAR. 95 

LESSON XXII. 

CAPITALS AND PUNCTUATION. 

1. Keview the rules for punctuation and the use of 
capitals, given in lesson 2. 

2. Insert the proper capitals and punctuation marks 
in these sentences. Use quotation marks where neces- 
sary : 

1. What is so rare as a day in jiine, asks Lowell 
3. with fingers weary and worn, 

with eyelids heavy and red, 
a woman, sat in unwomanly rags, 

plying her needle and thread. 

3. My friend's name is henry m smith, and he lives in boston, 

mass. 

4. how manifold are thy works o lord. 

5. School will begin next Wednesday, and will close in may. 

6. Have you read the life of Gen Grant 

7. Rover come here. 

8. Are your lessons prepared girls 

9. Will you tell me mother where the birds are going 

10. Coal gold silver and copper are found in Colorado. 

11. The desert of Sahara is large sandy and sterile. 

12. Where are you going my little man said the gentleman. 

3. Write sentences illustrating all the rules you have 
learned for the use of capitals and punctuation marks. 



96 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON XXIII. 

ADJECTIVES — CLASSIFICATION AND COMPARISON. 

1. An Adjective is a word used to modify a noun or 
pronoun. 

2. Examine these phrases: 

ripe apples, large apples, three apples, this apple. 
You will observe that ripe and large tell the kind or quality of 
the apples, but three and this do not tell the kind or quality. 

3. A Descriptive Adjective is one that describes a 
noun or pronoun by expressing some quality belonging 
to it ; as, good boys, small trees. 

4. A Definitive Adjective is one that does not 
express a quality ; as, several boys, those trees. 

5. Separate these adjectives into two lists, one con- 
taining the descriptive, and the other the definitive : 

high, low, green, long, one, hot, full, deep, beautiful, short, 
first, last, sweet, hard, that, the, heavy, a, an, sharp, 
those. 

6. Such adjectives as American, Spanish, etc., are 
called Proper Adjectives, and should begin with a 
capital letter. 

7. Examine these sentences : 

1. Jane's apple is sweet. 

2. Lucy's apple is sweeter than Jane's. 

3. Stella's apple is the sweetest of all. 

All the above apples have the quality of sweetness, but they do 



HOENSHEL'S ENGLISH GRAMMAR. 97 

not have the same degree of sweetness. Adjectives express three dif- 
ferent degrees of quality, and as they express these different degrees 
when two or more objects are compared, these degrees are called 
Degrees of Comparison. 

8. Descriptive Adjectives have three degrees of com- 
parison : tlie Positive, the Comparative, and the 
Superlative. 

Giving the different degrees of an adjective is called Comparing 
it, or giving its Comparison. 

Comparison is the only modification belonging to adjectives. 

9. Compare these adjectives : 

slow, quick, rough, large. 

10. Adjectives of one syllable form the comparative 

by adding er to the positive, and the superlative by 

adding est to the positive. 

If you should compare ignorant according to the above rule, you 
would have ignorant, ignoranter, ignorantest. This does not 
sound well ; therefore, such words are compared by using more and 
most; thus, ignorant, more ignorant, most ignorant. 

11. Adjectives of oiore than two syllables are com- 
pared by placing before the positive more for the 
comparative, and most for the superlative. 

12. Compare these adjectives : 

beautiful, voracious, intelligent, comprehensive. 



98 H0EN8HEL' S ENGLISH GRAMMAR, 

LESSON XXIY. 
COMPARISON — Continued. 

1. Notice the comparison of these adjectives: 



Positive. 


Comparative. 


Superlative. 


pretty, 


prettier, 


prettiest ; 


gentle, 


gentler, 


gentlest ; 


truthful, 


more truthful. 


most truthful ; 


splendid, 


more splendid. 


most splendid. 



2. Adjectives of two syllables ending in y or silent e 
are compared by using er and est. Most other adjec- 
tives of two syllables are compared with more and 
most. 

Many words are made from other words by placing one or more 
letters before or after them ; thus, old, older ; kind, unkind. 

3. One or more letters added to the end of a word 
are called a suffix; placed before a word, they are 
called a prefix, 

4. Notice these words : 

pretty, prettier, prettiest; try, tries, tried, trying. 

5. Words ending in y preceded by a consonant, 
change y to i when a suffix is added not beginning 
with i. (Sly and a few other words are exceptions.) 

6. Notice these words : 

thin, thinner, thinnest; sit, sitting; plan, planning, planned; 
occur, occured, occurring. 



HOENSHEL' S ENGLISH GRAMMAR. 



99 



7. Words of one syllable, and words of more than 

one syllable accented on the last, ending in a single 

consonant preceded by a single vowel, double the final 

consonant before a suffix beginning with a vowel. 

If you add er or est to wise, and ed or ing to love, you will no- 
tice that the final e of wise and love is dropped before the suffix is 
added. 

8. Words ending in silent e drop the e before a suf- 
fix beginning with a vowel. "^ 

9. Compare these words. (Pay particular attention 
to the spelling.) 

hot, happy, sad, noble, big, lazy, treacherous, jolly, able, 
white, peaceful, thin, red, thick. 

10. Some very common adjectives are irregular in 
their comparisons ; as — 



Positive. 


Comparative. 


Superlative. 


good, 


better, 


best; 


bad, 


worse, 


worst ; 


ill, 


worse. 


worst ; 


little, 


less, 


least; 


much, 


more, 


most; 


many. 


more, 


most. 



11. A few descriptive adjectives, from their meaning, 

cannot be compared ; as — 

perfect, square, round, perpendicular. (If anything is per- 
fect, it cannot be made more perfect.) 

* These three important rules of spelling should not be neglected. Pupils 
should be drilled on them until they can apply them without making mistakes. 



100 HOENSHEL'S ENGLISH GRAMMAR. 

LESSON XXY. 

ADJECTIVES.— REVIEW.— PARSING. 



1. Write the 


comparisons 


of these 


adj- 


ectives : 


little 


bad 


many 




short 


gentle 


ancient 


merry 




great 


sweet 


attractive 


lofty 




famous 


perfect 


heavy 


clear 




thick 


broad 


wide 


sick 




rough 


noble 


deep 


red 




sly 



2. The adjectives a, an, and the are sometimes called 
Articles. A is used before words beginning with a 
consonant sound, and an before words beginning with 
a vowel sound. 

3. The following is the order for parsing an adjec- 
tive : Class, degree, compare it, name tlie word it 
modifies. 

EXAMPLE. 

The landscape is beautiful. 
Beautiful is an adjective, descriptive; positive; compared beauti- 
ful, more beautiful, most beautiful; it modifies landscape. 

4. Parse the adjectives in these sentences : 

1. The field is large and fertile. 

3. The ball is round. 

3. New York is smaller than Texas. 

4. This entire country once belonged to the wild Indians. 

5. Some crimes are worse than others. 

6. Great men are not always wise. 

7. True courage is cool and calm. 

8. Sixty minutes make an hour. 

9. She is more precious than rubies. 



EOENSUEL' S ENGLISH GRAMMAR, 101 

10. The day was cloudy, and the sea was very rough. 

11. The noblest mind the best contentment has. 

5. Diagram sentences 1, 2, 4, 6, 7, 8, and 11 of the 
above list. 



LESSON XXYl. 



1. Write answers to the following questions : 

What is an adjective? How many classes of adjectives? Name 
and define each. Which class is compared ? How many degrees of 
comparison do adjectives have? Name them. How are adjectives 
of one syllable compared ? Of three syllables ? What adjectives of 
two syllables are compared like adjectives of one syllable. What ad- 
jectives cannot be compared ? 

What three rules of spelling have you learned ? Give examples of 
each. 

When should a be used ? When should an be used ? 

Are adjectives always placed before the words they modify ? Are 
they ever used in the predicate with a verb? If so, give an example. 

2. Arrange your answers to the preceding questions 
so as to make a connected essay. 



LESSON XXYII. 

REVIEW. 



1. Fill these blanks with personal pronouns 

1. It is who is standing by the gate. 

3. It is who are coming to work. 

3. It is who wants to go, not . 



102 HOENSHEL'S ENGLISH GRAMMAR. 

4. Who is there ? It is . 

5. Is it who am expected to teach this class? 

6. Is it who is expected to arrive soon ? 

7. Halt ! Who comes there ? It is . 

8. Are you who was expected ? 

2. Change the adjectives printed in black letters to 
phrases : 

1. Sensible men sometimes differ. 

2. This is a mathematical problem. 

3. The snake was lying in its grassy bed. 

4. The Spanish gentleman has departed. 

5. Courageous men are needed. 

3. Add phrases to these sentences : 

1. I shall go to school . 

3. We have a holiday . 

3. Cotton is grown . 

4. Tea is brought . 

5. Columbus sailed . 

4. Parse the nouns, pronouns, and adjectives in these 
sentences : 

1. The knife was sharp and keen. 

2. To-morrow we shall be gay and happy. 

3. The day is long and dark and dreary. 

4. Frank will sometime be a famous man. 

.5. The audience at the concert was respectful and attentive. 
Why is no comma required in the third sentence? 

5. Diagram the sentences in paragraph 4. 



MOENSHEL'S ENGLISH GRAMMAR. 103 

LESSON XXYIII. 

VERBS — CLASSIFICATION. 

1. A Yerb is a word that denotes action or being. 

2. Examine these sentences : 

1. The boys walk. 

2. The boys walked. 

3. The boys will walk. 

What time is expressed by the first sentence? By the second? 
By the third ? 

In speaking of the time expressed by verbs, we use the word tense 
instead of the word time. We say a verb is in the Present Tense, 
Past Tense, or Future Tense. 

Which tense denotes present time ? Past time ? Future time ? 

3. Examine these sentences : 

1. The boys walk. 

2. The boys are walking. 

3. The boys walked. 

4. The boys have walked. 

In what tense is the verb of the first sentence ? Of the second ? 
Of the third ? 

What is the past tense of walk? How is it formed from walk? 
What form of walk is used with are in the second sentence ? With 
liave in the fourth sentence ? 

4. The form of the verb ending in ing and the form 
used with have are called Participles. Walking is 
the present participle and walked is the past par- 
ticiple of the verb walk. 

5. Write opposite each of these verbs (1) its present 



104 H0EN8HEL' S ENGLISH GRAMMAR. 

participle, (2) its past tense, and (3) its past participle. 
Watch your spelling : 

chop, play, hop. cry, study. 
You will observe that the past tense and the past participle of all 
the above verbs end in ed. Such are called Regular Verbs. 

• 6. Write opposite each of these verbs the present par- 
ticiple, its past tense, and its past participle : 
write, see, do, go, catch. 
You will notice that the past tense and past participle of these 
verbs do not end in ed. Such are called Irregular Verbs. 

7. A Regular Yerb is one that forms its past tense 
and past participle by adding ed to the present^ in ac- 
cordance with the rules of spelling."^ 

8. An Irregular Yerb is one that does not form its 
past tense and past participle by adding ed to the 
present. 

9. Copy these verbs, placing the regular ones in one 

list, and the irregular in another: 

blow 

whip 

fight 

wear 

pity 

see 

10. Write opposite each of the preceding verbs its 
present participle, its past tense, and its past parti- 
ciple. 

*Some authors say '" by adding d or ed.'" The above definition is better 
because it is true. 



fly 


jump 


. sail 


know 


break 


say 


work 


destroy 


enjoy 


travel 


run 


take 


give 


call 


pray 


do 


bind 


draw 



HOENSHEL' S ENGLISH GRAMMAR. 105 

LESSON XXIX. 

VERBS — CLASSIFICATION— Continued. 

1. You have already learned that some verbs require 
an object to complete their meaning, and some do not ; 
as — 

1. The dog caught . 

2. The dog barks. 

The meaning of the first sentence is not complete ; we need a word 
to name the object that the dog caught. 

The meaning of the second sentence is complete without adding 
another word. 

2. A Transitive Verb is one tliat requires an ob- 
ject to complete its meaning. 

3. An Intransitive Verb is one that does not re- 
quire an object to complete its meaning. 

4. Pick out the verbs in these sentences, and tell 
whether they are regular or irregular, transitive or in- 
transitive : 

1. The boy threw the ball. 

2. A poor man wants some things. 

3. A covetous man wants all things. 

4. Some roses bloom early. 

5. The rain moistened the ground. 

6. This industrious boy received a suitable reward. 

7. Many wild beasts inhabit Africa. 

8. A soft answer turneth away wrath. 

9. Industry leads to wealth. 

5. Diagram the preceding sentences. 



106 HOENSHEL' S ENGLISH GRAMMAR. 

6. Write three sentences, each containing — 

1. A regular, transitive verb. 

2. An irregular, transitive verb. 

3. A regular, intransitive verb. 

4. An irregular, intransitive verb. 

7. We have now learned that verbs are divided into 
•classes, as follows : 

1. According to form -j J^^gular. 

*= \ Irregular. 

2. According to meaning \ ^'^'ausitive. 

* ^ Intransitive. 



LESSON XXX. 

VERBS— VOICE. 



1. Examine these sentences : 

1. Columbus discovered America. 

2. America was discovered hy Columbus. 

In the first sentence, does the subject denote the actor ? What 
word denotes the actor in the second ? 

Notice that the form of the verb in the second sentence is not the 
same as in the first. This change of the form of the verb to indicate 
whether the subject denotes the actor or the receiver of the act, is 
called Voice. When the subject denotes the actor ( as in the first 
sentence), the verb is in the Active Voice. When the subject de- 
notes the receiver of the action (as in the second sentence), the verb 
is in the Passive Voice. 

2. Voice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the action. 

3. The Active Voice is that form of the verb which 
shows that the subject denotes the actor. 



HOENSHEL'S ENGLISH GRAMMAR. 107 

4. The Passive Voice is that form of a transitive verb 
which shows that the subject denotes the receiver of 
the action. 

If you examine the two sentences given at the beginning of this 
lesson, you will see that the object of the first sentence is the subject 
of the second. Now, as only transitive verbs can have an object, it 
follows that only transitive verbs can have the passive voice. 

5. Name the voice of the verbs in these sentences : 

1. John reads the lesson. 

2. The lesson is read by John. 

3. Mary loves Ina. 

4. Lulu is esteemed by all the girls. 

5. Corn is planted in the spring. 

6. Ships carry heavy burdens. 

7. Wendell is loved by his mother. 

8. Mary writes carefully. 

9. The letter was written with care. 

10. Galileo invented the telescope. 

11. The hurricane destroyed a large barn. 

12. The little porch was covered by thrifty vines. 

13. The burglars were driven from the house by a policeman. 

14. The fox ran toward the south, 

6. Change these sentences so that the verbs in the 
active voice shall be passive, and those in the passive 
voice shall be active. Do not change the meaning of 
the sentences : 

1. Washington gained the victory. 

2. The boy plowed the field. 

3. The shoe was repaired by the shoemaker. 

4. The carpenter built the house. 

5. The tinner made the bucket. 

6. The letter was written by him. 

7. The tailor made the coat. 

8. The lesson was recited by Lloyd. 



108 HOENSHEL'S ENGLISH GRAMMAR. 

7. Write five sentences, each having — 

1. A verb in the active voice. 

2. A verb in the passive voice. 

3. An intransitive verb. 



LESSOlSr XXXI. 

VERBS — MODE. 

1. Notice tliese sentences : 

1. Henry studies. 

2. Henry can study. 

3. Henry, study. 

In the first sentence the statement is made that Henry studies. In 
the second sentence, it is not said that he studies, but that he can 
study, or has the ability to study. In the third sentence, he is or- 
dered or commanded to study. 

You will notice from the above that verbs change their form or 
meaning to express action or being in different manners, or modes. 
This modification of the verb is called Mode. 

2. Mode is that form or use of the verb which shows 
the manner in whicli tlie action or being is expressed. 

3. The Indicative Mode is used to assert a fact or 
an actual existence; as — 

1 . General Grant vs^ent to Europe. 

2. Oliver Wendell Holmes is dead. 

4. The Indicative Mode is also used in asking a 
question ; as — 

1. Did he go to Europe ? 

2. Has the letter been written ? 



HOENSHEL'S ENGLISH GRAMMAR. 109 

5. The Potential Mode asserts the power, neces- 
sity, liberty, or possibility of action or being; as — 

1. He can read. 

2. He must read. 

3. He may read. 

4. He might read. 

The sign' of the potential mode is may, can, must, might, 
could, would, or should. 

6. The Potential Mode is used in asking questions ; 

as — 

1. May I go '? 

2. Must the lessons be learned ? 

This mode is so called because the word potential means able, 
having power. 

7. Tell whether the v,erbs in these sentences are in 
the indicative or the potential mode : 

1. Must all the sailors perish? 

2. He should have departed long ago. 

3. Some authors have written many books. 

4. All hail, Macbeth I that shall be king hereafter. 

5. Romulus founded Rome. 

6. There must have been a heavy rain last night, for the 

creek is very high. 

7. An old man was walking slowly down the lane. 

8. Many wise proverbs were written by Solomon. 

8. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty; as — 

1. Men, lay down your arms. 

2. Come and see me. 

3. Do not leave me alone. 

The subject of a verb in the imperative mode is nearly always the 
pronoun you understood. 

9. Write three sentences, each having a verb in the 
imperative mode. 



110 noENSHsrs English orammaii. 

LESSON XXXII. 

VERBS.— REVIEW. 

1. Name the mode of each verb in these sentences : 

1. Bring me some flowers. 

2. I must not be careless. 

3. Who is the King of Glory ? 

4. Can that be the man ? 

5. The pupils have recited well. 

6. Passionate men are easily irritated. 

7. Do not walk so fast. 

8. The prize cannot be obtained without labor. 

9. Idleness often leads to vice. 

10. Live for something. 

11. In all climates, spring Is beautiful. 

12. I would have gone if I had known that I was needed. 

13. If we would seem true, we must be true. 

2. Classify these verbs according to form (regular or 
irregular) and according to meaning (transitive or in- 
transitive). Also give the voice and mode of each verb. 

1. Nothing can supply the place of books. 

2. What exile can flee from himself ? 

3. Make hay while the sun shines. 

4. The union must be preserved. 

5. Spare me, dread angel of reproof. 

6. The jury could not agree in their verdict. 

7. A verdict of guilty was reported by the jury. 

8. They took my umbrella. 

9. You should have been more careful. 

10. A railroad has been constructed in Siberia. 

3. Write five sentences, each having a verb in — 

1. The indicative mode. 

2. The potential mode. (Use a different sign-word for each 

sentence.) 

3. The imperative mode. 



HOENSHEL' ^< ENGLISH GRAMMAR. HI 



4. Write three seotences, each containing 

1. A regular verb. 

2. An irregular verb. 

3. A transitive verb. 

4. An intransitive verb. 



LESSON XXXIII 

VERBS — TENSE. 



1. Tense is that form or use of the verb which shows 
the time of an action or being. 

2. The Present Tense denotes present time; as — 

I write ; I am writing ; I do write. 

3. The Past Tense denotes past time; as — 

I wrote. 

4. The Future Tense denotes future time; as — 

I shall write, or I will write. 

The word perfect is often used in naming tenses. When so used 
it means finished or completed. 

Each tense (present, past, and future ) has a perfect tense — a fin- 
ished tense. 

In this sentence, ''I have been in Boston a month.'" the being in 
Boston is finished now — at present. This is called the Present- 
Perfect Tense. 

In this sentence, "I "had been in Boston before you saw me," the 
being in Boston was completed when you saw me — past time. This 
is called the Past- Perfect Tense. 

In this sentence, " I shall have been in Boston before next Christ- 
mas," the being in Boston is not finished yet, but will be before next 
Christmas — future time. This is called the Future-Perfect Tense^ 



112 HOENSHEL' S ENGLISH GRAMMAR. 

5. The PreseDt-Perfect Tense expresses action or be- 
ing as completed at the present time. 

The sign of the present-perfect tense is have or has. 

6. The Past-Perfect Tense expresses action or being 
as completed at some past time. 

The sign of this tense is had. 

7. The Future-Perfect Tense expresses action or being 

as completed at some future time. 

The sign of this tense is shall have or will have. 
You now see that there are six tenses ; three simple tenses (past, 
present, and future), and three perfect tenses. 

' 8. Name the tense of each of these verbs : 

walks, has walked, walked, had walked, shall walk, shall 
have walked ; is torn, shall be torn, have been torn, has 
been torn, had been torn, shall have been torn ; shall 
write, will write, has wa'itten, have written, had written; 
he sees, he shall have seen, he has seen. 



LESSON XXXIY. 

TENSE — Continued.— REVIEW. 

All the verbs given in the last lesson are in the indicative mode, 
which is the only mode that has the six tenses. 

As the Imperative mode is used in expressing a command or en- 
treaty, and as either of these can be expressed only in the present, it 
follows that the imperative mode has but one tense — the present. 

The potential mode has only the present, present-perfect, past, and 
past-perfect. The sign of the present is may, can, or must ; of the 
present-perfect, may have, can have, or must have; of the past, 
might, could, would, or should ; of the past-perfect, might have, 
could have, would have, or should have. In the potential mode 
the name of the tense does not always indicate the time. Thus, 
might go is called past tense, but the time is either present or future. 



HOENSHEL'S ENGLISH ORAMMAB. 113 

1. All of the following verbs are in the potential 
mode. Name the tense of each one : 

may walk, can walk, must walk, may have walked, must 
have walked, might walk, could walk, would walk, should 
walk, might have walked, could have walked, would have 
walked, should have walked ; might be struck, may strike, 
should have struck ; can see, could be seen, could see, 
must have seen, would see. 

2. Write two sentences having the verb in — 

1. The indicative present. 

2. The indicative present-perfect. 

3. The indicative past. 

4. The indicative past-pert'ect. 

5. The indicative future. 

6. The indicative furture-perfect. 

7. The imperative present. 

8. The potential present. 

9. The potential present-perfect. 

10. The potential past. 

11. The potential past-perfect. 



LESSON XXXY. 

VERBS.— PERSON AND NUMBER.— INFINITIVE. 

1. A verb may vary its form according to the per- 
son of its subject; as, I go, he goes; or according to 
tlie number of its subject ; as, he writes, they write. 

Since verbs change their form according to the person and number 
of the subject, they are said to have the same person and number as 
the subject. 

2. A verb must agree with its subject in person and 
number. 



114 HOENSHEL'S ENGLISH GRAMMAR. 

3. Notice these sentences : 

1. The boy runs. 

2. The boys run. 

The verb runs is singular, because its subject is singular. 
The verb run is plural, because its subject is plural. 
You will notice that while nouns ending in s are generally plural, 
verbs ending in s are singular. 

4. The modifications of the verb are voice, mode, 
tense, person, and number. 

5. Notice these phrases : 

1. To Boston. 

2. To write. 

What part of speech is Boston ? What part of speech is write ? 

6. The form of the verb used with to is called an 
Infinitive. 

Each of the following phrases is an infinitive: to write, to have 
written, to be written, to have been written. 

7. Write six sentences, each containing an infinitive. 

8. Write two sentences, each containing a verb in 

the — 

1. First person, singular. 

2. Third person, singular. 

3. First person, plural. 

4. Second person, plural. 

5. Third person, plural. 

9. Write four different infinitives of the verb love. 

10. The following is the order for parsing a verb: 
Class according to form (regular or irregular), class 
according to meaning (transitive or intransitive) ; voice, 



HOENSHEL' 8 ENGLISH GRAMMAR. 



115 



mode, tense ; person and number to agree with its 
subject. 

EXAMPLES. 

Franklin invented the lightning rod. 
Invented is a verb; regular, transitive; active voice, indicative 
mode, past tense; third person, singular number, to agree with its 
subject, Franklin. 

The fox has not been seen. 
Has been seen is a verb; irregular, transitive; passive voice, 
indicative mode, present-perfect tense ; third person, singular number, 
to agree with its subject, fox.* 

11. Kemember that all verbs in the passive voice are 
transitive. 



12. 


The following is 


a model for written 


parsi 


ng: 




Class 
as to 
form. 


Class 
as to 

mean- 
ing. 




Mode. 


Tense. 


Per- 
son. 


Num- 
ber. 


Subject. 


invented 
has been 
seen 


reg. 
irreg. 


trans, 
trans. 


act. 
pass. 


ind. 
ind. 


past 
pres. per. 


third 
third 


sing, 
sing. 


Franklin 
fox 



LESSON XXXYI. 



1. Parse the verbs in these sentences: 

1. Harvey discovered the circulation of the blood. 

2. The thief had been caught before the trial. 

3. Henry will write a letter to his mother. 

4. The poems of Homer are interesting and instructive. 

5. These lessons can be learned by hard study. 

6. Webster's orations are much admired. 

7. Study your lesson. 

* After pupils are familiar with the order of parsing, the form can be short- 
ened : thus, has been seen is a verb ; irregular, transitive ; passive, indica- 
tive, present-perfect ; third, singular, to agree with its subject, fox. 



116 HOENSHEL'S ENGLISH GRAMMAR. 

8. Bunyan wrote the Pilgrim's Progress. 

9. The pitcher has been brolien, 

10. The architect has built an iron bridge. 

11. The stolen watch was recovered. 

12. When will you go? 

13. Have you been waiting long? 

14. Does the earth revolve round the sun ? 

15. The sailor has visited nearly all the principal cities of the 

world. 

16. I shall have visited Loudon by next Fourth of July. 

2. Diagram the preceding sentences. 



LESSON XXXYII. 

Name the subject, predicate, and object of these sen- 
tences, and parse the verbs : 

1. The people of England speak the English language. 

2. Come to the violet's shady nook. 

3. The frightened animal sought the open country. 

4. Our guide had never visited the cave. 

5. The guest was admitted into the parlor. 

6. He shrugged his shoulders, shook his head, but said noth- 

ing. 

7. Rainy weather and muddy roads prevented further prog- 

ress. 

8. The' warm sun will soon melt the ice and snow. 

9. The messenger might have come sooner. 

10. We should seek the truth. 

11. I may have seen him once before. 

12. Many can bear adversity, but few can bear contempt. 

13. Numbers are expressed by ten Arabic characters. 

14. "I can't get out," said the parrot. 

15. Sorrow cannot continue always. 

16. Many excellent opportunities were lost. 

17. The prize was given to the smallest boy in the room. 

18. The work should have been finished by the contractor 

before December. 



HO EN SHE L ' S ENGLISH GEAMMAR. 117 

LESSON XXXYIII. 

VERBS.— REVIEW. 

1. Notice the use of shall, will, can, may, teach, 

and learn, in these sentences : 

1. Are you going to the picnic? I shall go if it does not 

rain. 

2. 1 think you ought not to go. I will go; you shall not 

prevent me. 

3. Can I go? You probably have the power. 

4. May I go ? You may. 

5. Will you teach me how to solve this problem ? Yes, if 

you will try to learn. 
Remakk. — ^Many persons habitually use the above words incor- 
rectly. Think carefully of their meaning, and you will not often 
make a mistake in their use. 

2. Use eacli of the words shall, will, can, may, 

teach, and learn, correctly in two sentences. 

You have already learned that a verb agrees with its subject in 
person and number. Careless persons often make mistakes in the 
use of the verb, because they do not think of the right word as the 
subject. 

3. Examine these sentences. Yon will find that the 
verbs agree with their subjects, although at first sight 
they may seem to disagree : 

1. On what tree do these apples grow? 

2. One of the boys is playing ball. 

3. Down come rock-a-by baby and all. 

4. Every one of the girls has her lesson. 

5. Neither of the sick men is better. 

6. On the table are a peach and an apple. 

7. A sack of large red apples is in the cellar. 



118 HOENSHEL'S ENGLISH GRAMMAR. 

4. Write seven sentences somewhat similar to the 
seven jnst given, and be sure that the verb agrees with 
its subject. 



LESSON XXXIX. 

Write answers to the following questions, and ar- 
range your answers so as to form an essay on The 
Verb. 

What is a verb? A regular verb? An irregular verb? A tran- 
sitive verb ? An intransitive verb ? 

What is voice ? The active voice ? The passive voice ? 

What is mode ? The indicative ? The potential? The impera- 
tive. 

What is tense ? Define the present tense ; the past ; the future ; 
the present-perfect ; the past-perfect ; the future-perfect. Give an 
example of each tense. 

What person and number do verbs have ? 

How many and what participles have you learned to give to each 
verb ? How is the present participle formed ? 

What is an infinitive ? 

What form of the verb should be used with have, has, or had. 



LESSON XL. 

ESSAY. 



Write an essay, telling all you can about corn. De- 
scribe its cultivation, uses, etc. After you have written 
it once, go over it carefully, correcting errors, selecting 
better words, and improving your sentences. Then 
copy it in your best penmanship. Remember that you 



HOENSHEL'S ENGLISH ORAMMAli. H^ 

cannot learn to use good English except by always 
doing yoiir best. 

To tbe teacher: Wheat, cotton, and other products may be de- 
scribed in the same way. 



LESSON XLI. 

ADVERBS. 



1. An Adverb is a word used to modify a verb, an 
adjective, or an adverb. 

Some adverbs answer the question, where? as, here, there, yon- 
der. Such adverbs are called Adverbs of Place. 

Some adverbs answer the question, when? as, now, yesterday. 
These are called Adverbs of Time. 

Some adverbs answer the question, how? or, in what manner? 
as, well, badly. These are called Adverbs of Manner. 

Some adverbs answer the question, how much? or, to what de- 
gree? as, almost, very, more, most, too. These are called Ad- 
verbs of Degree. 

2. The principal classes of adverbs, according to 
their meaning, are Adverbs of Place, Adverbs of Time, 
Adverbs of Manner, and Adverbs of Degree. 

3. Examine these sentences : 

1. Henry came soon. 

2. John came sooner than Henry. 

3. Robert came soonest of all. 

4. Some adverbs, like adjectives, have three degrees 
of comparison. 



120 HOENSHEL' S ENGLISH GRAMMAR. 

5. Compare these adverbs : 

wisely, continually, mostly, calmly, so, rapidly, partly, 
always, very, too, perfectly, never, surely. 

6. Write three sentences, each containing — 

1. An adverb of the positive degree. 

2. An adverb of the comparative degree. 

3. An adverb of the superlative degree. 

7- Use each of these adverbs in a sentence, and tell 

what word it modifies and what meaning it adds to that 

word : 

occasionally, continually, where, hither, ashore, yonder, 
whither. 



LESSON XLII. 

ADVERBS — Continued. 



1. Write tliree sentences, each containing — 

1. An adverb of place. 

2. An adverb of time. 

3. An adverb of manner. 

4. An adverb of degree. 

5. An adverb modifying a verb. 

6. An adverb modifying an adjective. 

7. An adverb modifying an adverb. 

2. Some words are sometimes adverbs and some- 
times adjectives; as — 

1. This train travels fast. 

2. It is a fast train. 

3. He returned late. 

4. I have read the late paper. 

5. This is a long lesson. 

6. Why did you remain so long? 



HOENSHEL'S ENGLISH ORAMMAR. 121 

3. Find two words (not given in paragraph 2) that 
are sometimes adjectives and sometimes adverbs. Use 
the words in sentences. 

4. Adjectives should not be used instead of adverbs. 
Notice these sentences : 

1. Really (not real ) honest men can be found. 

2. Did you sleep well (uot good) ? 

3. Almost (not most) every boy was running. 

4. The day was remarkably (not remarkable) pleasant. 
Remark. — Really, well, almost, and rem.arkably are adverbs, 

while real, good, most, and remarkable may be adjectives. 



LESSON XLIII. 

ADVERBS — PARSING. 

1. The following is the order of parsing an adverb: 
Class, degree (if compared), compare it, name word it 
modifies. 

EXAMPLES. 

He lives here. 
Here is an adverb of place, and modifies lives. 

The clerk writes very well. 
Well is an adverb of manner, positive degree (compared, well, 
better, best), modifies writes. Very is an adverb of degree, and 
modifies well. 

2. Parse the adverbs in these sentences : 

1. 'Tis always morning somewhere in the world. 

2. God is everywhere. 

3. The inhabitants of some islands are very savage. 

4. Great scholars do not often become poets. 



122 HOENSHEL' S ENGLISH GRAMMAR. 

5. The victory was fairly won. 

6. The princess was extremely beautiful. 

7. They were agreeably disappointed. 

8. Indolent pupils will not study hard. 

9. How well she can play. 

10. Some people are continually changing their minds. 

11. A very old house stands by the side of the road. 

12. The train came around the curve very rapidly. 

13. How fast the flitting figures come ! 

3. Diagram the sentences in paragraph 2. 



LESSON XLIY. 

PREPOSITIONS. 



1. A preposition is a word that sliows the relation of 
its object to some otlier word in the sentence. 

2. A preposition with its object is called a Preposi- 
tional Phrase. 

3. When a phrase modifies a noon or pronoun it is 
an Adjective Phrase; but when it modifies a verb, 
an adjective, or an adverb, is an Adverb Phrase. 

4. Many adjectives and adverbs can be expanded 
into phrases of a similar meaning; as — 

1. He is a wealthy man (a man of wealth). 

2. The messenger came speedily ( with speed). 

5. Change these adjectives and adverbs to preposi- 
tional phrases, and use each phrase in a sentence: 

carefully kindly brave courageously 

talented educated strong boldly 



HOENSHEL ' S ENGLISH GRAMMAR. 123 

6. Sometimes two or more words are combined and 
used as one preposition ; as, out of, from over, in 
regard to, over against, by means of. 

In parsing, these may be called Compound Prepositions. 

7. Use each of the compound prepositions mentioned 
above in a sentence. 

8. Write three sentences, each containing — 

1. An adjective phrase. 

2. An adverb phrase. 



LESSON XLY. 

REVIEW. 



1. Add one or more phrases to each of these sen- 
tences : 

1. The bird sang to its mate. 

2. The water turned the wheel. 

3. The bells begun to ring. 

4. A nest was found in the meadow. 

5. A deer was shot. 

6. The leader was killed. 

7. Corn grows. 

8. Cotton is produced. 

2. Change each of the words printed in black letters 
to a phrase : 

1. The daily tasks are ended. 

2. The lark sang its joyous and blissful songs. 

3. AH children like picture books. 

4. He returned hastily. 

5. Study diligently. 



124 HOENSHEL'S ENGLISH GRAMMAB. 

3. The word there is not always an adverb of place ; 
sometimes it merely introduces a sentence and has no 
connection with it. In such cases it may be called an 
expletive, or an introductory word. 

1. There is an end 10 all things. (Introductory.) 
3. There he stands. (Adverb.) 
Do not call there the subject in such sentences. 

4. Write three sentences introduced by there. 

5. Write three sentences containing there, an adverb 
of place. 

6. Write a sentence containing their. 

7. Use there, introductory, there, an adverb, and 
their, all in one sentence. 

8. Fill these blanks with is or are : 

1. There flowers in the garden. 

2. There many people there. 

3. There an apple and a peach in the basket. 

4. There no one at home. 

5. There apples on the trees. 

6. There no signs of spring. 



LESSON XLYI. 

CONJUNCTIONS AND INTERJECTIONS. 

You have already learned that connecting words are called con- 
junctions." Nearly all the conjunctions used thus far in this book 
have connected simple words, as two nouns, two verbs, or two adjec- 
tives. 



HOENSHEL' S ENGLISH GRAMMAR. 125 

1. Examine these sentences: 

1. He sailed on the sea and on the ocean. 

2. The Dead Sea is salt, but Lake Superior is fresh. 

In the first sentence the conjunction and connects the two phrases, 
on the sea and on the ocean. In the second sentence there are 
two assertions, or two subjects, each with its own predicate. A sub- 
ject and predicate used as a part of a sentence are called a clause. 

2. A Conjunction is a word used to connect words, 
phrases, and clauses. 

3. Write three sentences, each having a conjunction 
connecting — 

1. Two words. 

2. Two phrases. 

3. Two clauses. 

4. An Interjection is a word used to denote strong 
feeling or emotion. 

Interjectioins are sometimes called Exclamations. 

5. Write sentences, using the following words as 
interjections : 

hush, alas, ah, hurrah, oh, well, hark, ha. 
ISTotice the punctuation mark after interjections. 

6. We have now learned that the words we use in 
speaking and writing are divided into JNouns, Pronouns, 
Adjectives, Yerbs, Adverbs, Prepositions, Conjunctions, 
and Interjections. 



126 lIOENSHErS ENGLISH GRAMMAR. 



LESSON XLVII. 

PREPOSITIONS AND CONJUNCTIONS. — PARSING. — 
REVIEW. 

1. The following is the method for parsing preposi- 
tions and conjunctions: 

1. He lives in Paris. 
In is a preposition, showing the relation of Paris to lives. 

3. We went to Paris and Berlin. 
And is a conjunction, connecting Paris and Berlin. 

2. A simple sentence makes but one assertion. 

3. Analyzing a sentence is naming its class ; its sub- 
ject, predicate, and object, and the modifiers of each. 

It is important to have a systematic and logical form of analysis, 
using no more words than necessary. Example; "The king of Eng- 
land gave many castles to his faithful followers." This is a simple, 
declarative sentence, of which king- is the subject, modified by the 
adjective the and the adjective phrase of England. Gave is the 
predicate, modified by the adverb phrase to his faithful followers. 
Castles is the object, modified by the adjective many. 

It will be observed that this method of analysis includes consider- 
able parsing. 

Notice that after naming the subject, you should name all its mod- 
ifiers before naming the predicate. When you name the predicate, 
name its modifiers before naming the object. By so doing, you will 
avoid much needless repetition. 

4. Analyze these sentences, and parse all the words. 
(These sentences are all simple.) 

1. Very often men do not keep their promises. 
3. The tall man spoke kindly to the little girl. 

3. The careless girl plays her scales too rapidly. 

4. The dark clouds came up very suddenly. 

5. She is painting the head of a girl. 

6. I will be there in a minute. 



HOENSHEL' S EJS^GLISH GRAMMAR. 127 

LESSON LXYIII. 

ANALYSIS AND PARSING — Continued. 

1. A beautiful vase fell with a crash to the floor. 

2. Behind the clouds the sun is shining. 

3. Under a spreading chestnut tree the village smithy stands. 

4. A large black dog stood on the steps' of the house. 

5. Longfellow wrote several beautiful poems for children. 

6. People have come to America from many different coun- 

tries. 

7. Tell was a skillful archer of Switzerland. 

8. The largest body of fresh water in the world is in America. 

9. After many fruitless attempts, he abandoned the enter- 

prise. 

10. A lady's society is a school of politeness. 

11. Bacon's Essaj^s contain valuable information. 

Diagram the preceding eleven sentences. 



LESSON XLIX. 
ANALYSIS AND PARSING — Continued. 

1. It fell through the air to the ground. 

2. He crossed the plains in a wagon. 

3. The injured man was taken from under the ruins. 

4. The traveler came from beyond the sea. 

5. Carthage and Rome were rival powers. 

6. The book on the desk is a dictionary. 

7. Each of the workmen is in his place. 

8. You should be polite to everybody. 

9. Idleness is the key of beggary. 

10. Out of the house and up the street he ran. 



128 



HOENSHEL' S ENGLISH GRAMMAR. 



He 1 ran 












o 
o 


and 


■5 






house 


street 








the 








the 







The conjunction and connects the two phrases. 

11. Energy and persistence conquer all things. 

12. The scheme failed for want of support. 

13. Neither a borrower nor a lender be. 

Neither nor should be parsed together as one conjunction. 

14. Many, alas ! had fallen in battle. 



alas 



Many 



had fallen 



Interjections are not connected with the sentence. 
Diagram the preceding sentences. 



LESSON L. 



Write a sentence containing 



1. A proper noun. 

2. A common noun. 

3. A collective noun. 

4. An abstract noun. 

5. A personal pronoun. 

6. An adjective pronoun. 

7. An interrogative pronoun. 

8. A relative pronoun. 

9. A descriptive adjective. 

10. A definitive adjective. 

11. An adjective of the comparative degree. 

12. A proper adjective. 

13. A regular verb. 

14. An irregular verb. 



HOENSHEL'S ENGLISH GRAMMAR. 129 

15. A transitive verb. 

16. An intransitive verb. 

17. A verb in the passive voice. 

18. A verb in the potential mode. 

19. A verb in the imperative mode. 

20. An infinitive. 

21. An adverb of the comparative degree. 



LESSON LI. 

Write a sentence containing — 

1. A personal pronoun in the objective case. 

2. A collective noun as the object of a preposition. 

3. A conjunction connecting two phrases. 

4. A conjunction connecting two clauses. 

5. An adverb modifying an adjective. 

6. An adverb modifying an adverb. 

7. A verb in the indicative, past-perfect. 

8. A verb in the indicative, present-perfect. 

9. A verb in the indicative, future-perfect. 

10. A verb in the potential, present-perfect. 

11. A verb in the potential, past. 

12. A verb in the potential, past-perfect. 

13. A verb in the potential, present. 

14. All the parts of speech. 



LESSON LII. 
GRAMMAR. 



Write an essay on ''Grammar," defining all the parts 
of speech, and giving their classification and properties 
as far as they are given in Part Two. 



PART THREE. 



LESSON I. 

SENTENCES — CLASSIFICATION. 

1. A Sentence is a thought expressed bj words. 

2. According to use, sentences are divided into De- 
clarative, Interrogative, Imperative, and Exclamatory. 

3. A Declarative Sentence is one used in making a 
statement. 

4. An Interrogative Sentence is one used in asking a 
question. 

5. An Imperative Sentence is one used in making a 
command. 

6. An Exclamatory Sentence is one used in an ex- 
clamation, or in expressing strong feeling or emotion ; 
as — 

1. What a piece of work is man ! 

2. How beautiful is the setting sun ! 

7. Write five exclamatory sentences. 

8. A subject combined with its predicate is often 
called a Proposition. 

(130) 



HOENSHEL'S ENGLISH GRAMMAR. 131 

9. According to their form, sentences are divided 
into Simple, Complex, and Compound. 

10. A Simple Sentence contains but one proposi- 
tion ; as — 

1. Mary reads. 

3. Mary and Lucy read. 

3. Mary reads and writes. 

In the second sentence there is only one proposition, but the verb 
has two subjects. Such a subject is called a Compound Subject. 

In the third sentence there is only one proposition, but the subject 
has two predicates. This is called a Compound Predicate. 

Of course, there may be more than two subjects for the same pred- 
icate, or more than two predicates for the same subject. 

11. Write three simple sentences, each having — 

1. A compound subject. 

2. A compound predicate. 

3. A compound subject and a compound predicate. 

12. A proposition used as part of a sentence is called 
a Clause. 

13. Examine this sentence : 

Henry learns because he studies. 
In this sentence there are two propositions or clauses. The first 
is, Henry learns, and the second is, because he studies. Be- 
cause he studies modifies learns ; it tells why he learns. Because 
this clause is used as a modifier and depends on some other word 
( learns) , it is called a Dependent or Subordinate Clause. Henry 
learns is called the Independent or Principal Clause. 

14. An Independent Clause is one not dependent on 
any word, and contains the principal proposition. 

15. A Dependent Clause is one that modifies some 



132 HOENSHErS ENGLISH GBAMMAB. 

word or words in the independent clause, and contains 
the subordinate proposition. 

16. A Complex Sentence is one containing an inde- 
pendent clause and one or more dependent clauses. 

17. Write a complex sentence, connecting the two 
clauses by — 

when, where, while, if, unless, although, after. 

18. Name the independent and the dependent clause 
of each sentence you have just written. 



LESSON II. 

RELATIVE PRONOUNS.— ADJECTIVE CLAUSES. 

1. You have already learned that a relative pronoun 
is a connective. By examining these sentences you will 
observe that the relative pronoun is found in the de- 
pendent clause of a complex sentence, and its antecedent 
is found in the independent clause : 

1. The boy who gained the prize is praised by his teacher. 

2. This is the book that I want. 

3. The house in which I live is bnilt of stone. 

The independent clauses are, The boy is praised by his teacher, 
This is the book, and The house is built of stone. The depend- 
ent clauses are, who gained the prize, that I want, and in which 
I live. 

2. A Relative Pronoun is one that relates to some pre- 
ceding word or words, and connects clauses. 



HOENSHEL' S ENGLISH GRAMMAR. 133 

Remember that a relative pronoun is always in the dependent 
clause of a complex sentence. 

3. A dependent clause may modify a noun or pro- 
noun, a verb, an adjective, or an adverb, or it may be 
used as the subject or object of a sentence ; therefore — 

4. According to use, a dependent clause may be an 
Adjective Clause, an Adverb Clause, or a Noun 
Clause. 

5. An Adjective Clause is one used to modify a noun 
or pronoun. 

6. Name the adjective clause in each of these sen- 
tences, and parse the relative pronouns : 

1. The man who cannot govern himself is a slave. 

3. The ship that left the harbor never returned. 

3. The fur which warms a monarch once warmed a bear. 

4. Beauty is the mark that God sets on virtue. 

5. The fish that we caught was a trout. 

6. The lady whose house we occupy gives much to the needy. 

7. Whom ye ignorantly worship, Him declare I unto you. 

8. Savages, who have no settled abode, wander from place to 

place. 

9. He who governs himself is a hero. 

7. Analyze each of the preceding sentences. 

8. The adjective clause, when not restrictive,* is set 
off by a comma. 

An adjective clause containing the relative that is generally re- 
strictive. 

9. Write six complex sentences, each having an ad- 
jective clause. 

* Restrictive clauses will be explained in Part Four. 



134 H0EN8HEL' 8 ENGLISH GRAMMAR. 

10. Notice these diagrams : 

1. The man who cannot govern himself is a slave, 
man | is = slave 



The 



who I can govern 



not himself. 



2. The lady whose house we occupy gives money to the poor, 
lady I gives 



The r- money 



o 

poor. 



the 



occupy 

house 



whose 



As the relative pronoun is a connective, it is joined to its antece- 
dent by a dotted line. 



LESSON III. 

ADVERB CLAUSES. 



1. An Adverb Clause is one used to modify a verb, 
an adjective, or an adverb. 

2. Analyze these sentences, and name the adverb 
clauses. 

(Always tell whether the adverb clause expresses time, place, 
manner, etc.) 

1, I shall go when the time comes. 

3. When my friend was here, he gave me a book. 

3. Although Columbus discovered a new world, he died poor. 

4. The United States had two wars with England while 

George III was king. 



HOENSHEL'S ENGLISH GRAMMAR. 135 

5. If it does not rain soon, the farmers will not raise much 

corn. 

6. He lives where it never rains. 

7. Napoleon was defeated because Grouchy was behind 

time. 

8. Webster died before the Civil War began. 

In the third sentence, the adverb clause denotes concession ; in the 
fifth, it denotes condition. This will be explained in Part Four. 

3. An adverb clause is set off by a comma, unless 
it closely follows the word it modijBes ; as — 

1. When Bunyan wrote the "Pilgrim's Progress," he was " 

in prison. 

2. Bunyan was in prison when he wrote the "Pilgrim's 

Progress." 

4. Write three complex sentences, each containing 
an adverb clause of time. 

5. Write two sentences, each containing an adverb 
clause of manner. 

6. Write two sentences, each containing an adverb 
clause of place. 

7. Write two sentences, each containing an adverb 
clause of cause or reason. 

8. Write two sentences, one having an adverb clause 
of condition, and the other a clause of concession. 

9. Notice these diagrams : 

farmers | will raise 



1 I The 



I does 



not 



much 



not 



soon. 



136 HOENSHEL' S ENGLISH GRAMMAR. 

In a complex sentence, the simple conjunction is placed on a dotted 
line connecting the predicate of the subordinate clause and the word 
in the principal clause modified by the subordinate clause. 

I I shall s:o 



time I comes. 



the when 



Besides being a connective, when is an adverb (conjunctive ad- 
verb), modifying comes ; therefore, it is written under comes, and 
is connected by a dotted line to the word modified by the subordinate 
clause. 



LESSON lY 

ANALYSIS. 



1. Notice the analysis of the following sentence : 

The man that fell overboard was drowned before the boat reached 
him. 

This is a complex, declarative sentence ; the m.an was drowned 
is the independent clause, of which man is the subject, modified by 
the, an adjective, also by that fell overboard, a dependent, adjec- 
tive clause, of which that is the subject, fell is the predicate, modified 
by overboard, an adverb of place; was drowned is the predicate 
of the independent clause, modified by before the boat reached him, 
a dependent, adverb clause of time, of which boat is the subject, 
modified by the, an adjective, reached is the predicate, and him is 
the object ; before connects the adverb clause to was drowned. 

2. Analyze these sentences according to the preceding 
model : 

1. Men that are old and wise should be consulted by the 

young. 

2. The criminal fied from the country whose laws he had 

broken. 



HOENSHEL' S ENGLISH QBAMMAR. 137 

3. Maize, which is another name for Indian corn, grows in 

America. 

4. I am not solitary while I read, though nobody is with me. 

5. Whither thou goest, I will go. 

6. Confidence cannot dwell where selfishness is porter at the 

gate. 

7. Measure your mind's height by the shadow it casts. 

In this sentence the connective is a relative pronoun, understood, 
which is the object of casts. 

8. One who is contented with his present attainments will 

never become famous. 

9. The house where we live is sixty years old. 

10. By the banks of "bonny Doon" stands the cottage in 
which Kobert Burns was born. 

3. Diagram the sentences in paragraph 2. 



LESSON Y. 
NOUN CLAUSE. 



1. A Noun Clause is one used as a noun ; as — 

1. That Columbus discovered America is a historic fact. 

In this sentence, the dependent clause, That Columbus discov- 
ered America, is the subject of the verb is. Therefore it is a noun 
clause in the nominative case. The entire sentence is the independent 
clause when the dependent clause is the subject, object, or part of the 
predicate. 

2. The Bible says that God gave Moses the Ten Command- 

ments. 

In this sentence, that God gave Moses the Ten Command- 
ments is the object of the verb says. It is a noun clause in the ob- 
jective case. 

3. The question is, " How can we go ? " 

Here the clause. How can we go ? is used in predicate with the 



138 HOENSHEL' 8 ENGLISH GRAMMAR. 

verb is, and means the same thing as the subject question. There- 
fore it is a noun clause in the nominative case. 

2. In each of these sentences, pick out the noun 
clause, and name its case : 

1. We learn from the Declaration of Independence that all 

men are created equal. 

2. The general belief is, that the Northmen discovered 

America. 

3. That Hannibal was a brave general, is disputed by few. 

4. "A rolling stone gathers no moss," says an old proverb. 

5. The Sadducees believed that there is no resurrection. 

6. The prisoner's answer was, "I am not guilty." 

3. A noun clause used in the predicate (attribute com- 
plement) is usually set off by a comma; as — 

Our decision is, that the prisoner is not guilty. 

4. Write three complex sentences, each having — 

1. A noun clause for the subject. 

2. A noun clause in the predicate. 

3. A noun clause for the object. 

5. Analyze the sentences you have just written, and 
name the case of each noun clause. 

6. Notice these diagrams : 

1. That the earth was once a molten mass, is taught by 
scientists. 

That 



earth | 


was : = 


mass 


the 


1 once 1 a molten 

1 is taught 






c 

'< scientists. 







That is a conjunction, used as an introductory word, and is placed 
above the predicate, with which it is connected by a dotted line. 



E0EN8HEL' 8 ENGLISH GRAMMAB. 



139 



2. His cry was, "Where am 1 ? " 

I I am 



where 



cry I was = 



} His 

3. The speaker said, "The Cubans are fighting the Span- 
iards," 



Cubans ] are fighting 



I the 
speaker | said 



The 



Spaniards. 



the 



LESSON Yl 



ANALYSIS. 



1. Analyze these sentences : 

1. He asked, "What will the next lesson be ? " 

2. "He that borrows the aid of an equal understanding." 

said Burke, "doubles his own." ( Own is an adjective.) 

3. I knew that it was he. 

4. " Where are all the good buried ?" inquired Lamb. 

5. Our conclusion is, that the statement is not correct. 

6. That the world moves, was believed by Galileo. 

7. The sentence for correction was, "All that glitters is not 

gold." 

8. His statement was, "I wish that my friend would write a 

book." 

9. The teacher asked why I inverted the divisor. 

Why is an adverb of reason, modifying inverted. It does not 
give the reason, but asks for it. 

10. "Here," said Tom, "I found them yesterday." 

2. Diagram the preceding ten sentences. 



140 HOENSHEL' S ENGLISH OBAMMAR. 



LESSON YII. 

1. Examine this sentence : 

Mary reads aud Lucy recites. 
In this sentence there are two clauses, but neither one is a modi- 
fier; both are independent. 

2. A Compound Sentence is one that contains two 

or more independent clauses. 

The connective between the clauses of a compound sentence is 
usually and, but, or, nor, etc. 

3. Write a compound sentence, connecting the two 
clauses bj — 

and, or, but, nor. 

4. Write a simple, a complex, and a compound sen- 
tence with each of these words : 

engine, soldier, farmer, rain, clouds. 

5. Notice this diagram : 

Lincoln was President and Hamlin was Vice-President. 
Lincoln I was = President 



Hamlin | was -= Vice-President. 

The conjunction (coordinate conjunction) connecting the clauses 
of a compound sentence is written on a double dotted line. 

6. Analyze these sentences, then diagram them : 

1. The army must gain a victory, or our cause will, be ruined. 
3. Justice was administered under the shade of a forest tree, 
and the jury sat upon a log. 

3. Prosperity makes friends, but adversity tries them. 

4. Plants live, grow, and die ; but they do not feel. 

5. He was not a great traveler, nor was he fond of adventure. 



HOENSHEL' 8 ENGLISH GRAMMAR. 141 

LESSON YIII. 

PHRASES — CLASSIFICATION AND USE. 

1. A phrase is a group of words properly put to- 
gether, but not having a subject and predicate. 

2. With respect to form, phrases are Prepositional, 
Infinitive, and Participial. 

3. A Prepositional Phrase is one whose first word is 
a preposition. 

4. A Participial Phrase is one whose first word is a 

participle. 

In poetry, the preposition or the participle may not be the first 
word of the phrase, but it will be the first when the words are ar- 
ranged In their natural order. 

5. An Infinitive Phrase is one introduced by an in- 
finitive. 

It must not be supposed that every phrase is introduced by a 
preposition, infinitive, or participle. Many expressions that are called 
phrases are not so introduced ; as, ripe apples, an old man. 

6. With respect to use, phrases are Adjective, Ad- 
verb, and Noun. 

7. An Adjective Phrase is one used as an adjective. 

8. An Adverb Phrase is one used as an adverb. 

9. A Noun Phrase is one used as a noun. 



142 



nOENSHEL'S ENGLISH GRAMMAR. 



10. Classify the phrases in these sentences with re- 
spect to form and use : 

1. Napoleon, having been conquered, was sent to St. Helena. 

2. A stack of wheat standing on the hill was struck by light- 

ning. 

3. Franklin was sent to France to ask aid for the colonies. 

4. The young lady wished to learn to sing. 

5. To tell the truth is our duty. 

6. To meet difficulties bravely is to conquer them. 

11. Write four sentences, each having — 

1. A prepositional phrase. 

2. A participial phrase. 

3. An infinitive phrase. 

4. An adjective phrase. 

5. An adverb phrase. 

6. A noun phrase. 

12. Notice these diagrams : 

1. That lady wished to learn to sing. 

\ ^ to sing. 
V^to learn 
lady I wished 



That 



in diagramming, the infinitive is written on a curved line. 
2. The letter written so neatly has been received. 
letter | has been received. 

I The V written 



neatly 



so 



The diagram for the participle is the same as that for the infinitive. 



H0EN8HEL' S ENGLISH GRAMMAR. 143 

LESSON IX. 

ANALYSIS. 

Analyze these sentences, then diagram them : 

1. If spring has no blossoms, g,utuinn will have no fruit. 

2. I love to lose myself in other men's minds. 

3. A pronoun is sometimes followed by the noun to which it 

refers. 

4. When anger rises, think of the consequences. 

5. We should endeavor to secure the friendship of that Being 

who holds in his hands the reins of the universe. 

6. He was anxious to go, but his friends restrained him. 

7. We know not when he departed. 

8. The general opinion is that Cuba deserves freedom. 

9. The time, so long expected, finally arrived. 

10. Having carefully read the letter, he laid it away. 



LESSON X. 



NOUNS — CLASSIFICATION AND PROPERTIES — 
GENDER. 

1. A Noun is the name of anything. 

2. A Proper Noun is the name of a particular per- 
son, place, or thing. 

3. A Common Noun is a general name, and can be 
applied to any one of a class. 

4. A Collective Noun is a name applied to a group 
of objects ; as, herd, family, school, etc. 



144 HOEJSrSHEL'S ENGLISH GRAMMAR. 

5. All Abstract Noun is tlie name of a quality, not of 
a substance ; as, love, hate, forgetfulness, etc. 

6. A Material Noun is the name of some kind of 
matter or substance ; as, bread, meat, metal, flour. 

7. A Verbal Noun is one derived from a verb; as, 
reading, walking, etc. 

Verbal nouns are sometimes called Participial Nouns. 

8. A Diminutive Noun is one derived from another 
noun, and expresses an object of the same kind but 
smaller ; as, leaflet, duckling, hillock. 

Collective, abstract, material, verbal, and diminutive nouns are all 
common nouns. 

9. The modifications of nouns and pronouns are 
Gender, Person, Number, and Case. 

10. Gender is a distinction of nouns and pronouns in 
regard to sex. 

11. The Masculine Gender denotes the names of 
males. 

12. The Feminine Gender denotes the names of 
females. 

13. The Common Gender denotes the names of either 
males or females, or both. 

14. The Neuter Gender denotes the names of neither 
males nor females. 

By a figure of speech called Personification, neuter objects are 
sometimes regarded as either masculine or feminine. Thus, the sun, 
time, death, war, etc., are usually cousidered as masculine ; and the 
earth, the moon, virtue, a ship, night, etc., are generally considered as 
feminine. Names of objects conveying the idea of strength, power, 



HOENSHEL' S ENGLISH GRAMMAR. 



145 



or grandeur are in the masculine when personified ; and names of 
objects conveying the idea of beauty or weakness are feminine. 
"The sun shines in his splendor, and the moon displays her silvery 
light." 

Sometimes, v^^hen the personification is strongly marked, the name 
of the personified object should begin with a capital ; as, "Come, O 
gentle Spring ! with all thy beauty." 

15. The gender of nouns is indicated in three ways : 

1. By different words ; as, boy, girl; king, queen. 

2. By different terminations ; as, emperor, empress ; ex- 

ecutor, executrix. 

3. By different prefixes or affixes ; as, he-goat, she-goat ; 

landlord, landlady. 

16. Learn the masculine and feminine forms of these 
nouns, and notice the formation of eacli : 



Masculine. 


Feminine. 


Masculine. 


Feminine. 


abbott. 


abbess ; 


giant, 


giantess ; 


actor, 


actress ; 


hart. 


roe; 


administrator 


, administratrix 


; heir. 


heiress ; 


archduke, 


archduchess ; 


hero. 


heroine ; 


bachelor, 


( maid, 
1 spinster ; 


lad, 
lord. 


lass; 
lady; 


baron. 


baroness ; 


lion. 


lioness ; 


beau. 


belle; 


marquis. 


marchioness; 


bridegroom, 


bride ; 


negro. 


negress ; 


cock, ) 

>- 


hen ; 


nephew, 


niece ; 


rooster, ) 




peer. 


peeress ; 


count, 1 


countess ; 


prince, 


princess ;• 


earl, \ 




prior. 


prioress ; 


czar, 


czarina; 


shepherd, 


shepherdess ; 


don, 


donna; 


stag, 


hind ; 


drake. 


duck ; 


sultan, 


sultana; 


duke. 


duchess ; 


swain. 


nymph ; 


emperor. 


empress ; 


testator, 


testatrix ; 


friar, ) 


nun; 


viscount. 


viscountess ; 


monk, ) 


widower. 


widow ; 


gander, 


goose ; 


wizard, 


witch. 


gentleman, - 


gentlewoman, 
lady ; 







146 HOENSHEUS ENGLISH GRAMMAR. 

LESSON XI. 

NOUNS — PERSON AND NUMBER. 

1. Person is tliat modificatioii of nouns and pronouns 
which denotes the speaker, the person spoken to, or the 
person spoken of. 

2. The First Person denotes the speaker. 

3. The Second Person denotes the person spoken to. 

4. The Third Person denotes- the person spoken of. 

A noun is not often found in the first person, and when it is it is 
used in connection with a pronoun that stands for the speaker; as, 
" 1, John, saw the Holy City." "We, the members of the Crescent 
Literary Society." 

5. Number is that modification of a noun or pronoun 
by which it denotes one or more than one. 

6. The Singular Number denotes but one. 

7. The Plural Number denotes more than one. 

8. The plural is usually formed by adding s to the 
singular. 

9. Nouns ending in s, sh, ch, X, and z form the 
plural by adding es to the singular. 

10. Nouns ending in y preceded by a consonant 
change y to i and add es. Nouns ending in y pre- 
ceded by a vowel simply add s. 



I 



H0EN8HEL' S ENGLISH GRAMMAR. I47 

11. The following nouns ending in f or fe form the 
plural by adding s: 

brief, chief, dwarf, fife, grief, gulf, hoof, handkerchief, 
mischief, proof, reproof, roof, safe, scarf, strife, surf, 
turf, and those ending In ff. 

12. Other nouns ending in f or fe change f to v and 
add es. 



13. Write th 


e plur 


al of these 


nouns: 




daisy 


sheaf 


dress 


latch 


pony 


wife 


pansy 


dish 


money 


proof 


berry 


shelf 


grief 


watch 


alley 


enemy 


life 


sheaf 


wharf 


envoy 


buoy 


crutch 


reef 


colloquy 





14. Nouns ending in preceded by a vowel form the 
plural by adding s; as — 

folio, folios ; ratio, ratios ; oratorio, oratorios. 

15. Some nouns ending in preceded by a conso- 
nant form the plural by adding s, while others add es. 

potato, potatoes ; cargo, cargoes ; 

piano, pianos ; grotto, grottoes ; 

buffalo, buffaloes ; echo, echoes ; 

solo, solos ; canto, cantos ; 

motto, mottoes ; tornado, tornadoes. 

16. Letters, figures, and signs form the plural by 
adding the apostrophe (') and s; as — 

1. Dot your i's and cross your t's. 

2. Your 2's are too large. 

17. Some nouns are used only in the plural: 

tongs, scissors, ashes, stairs, annals, victuals, riches, 
billiards, archives. 



148 HOENSHEL'S ENGLISH GRAMMAR. 

18. Some nouns are always singular : 
gold, silver, wheat, corn, molasses, logic. 

Some of these nouns may be used in the plural when different 
kinds are meant ; as, sugars, coffees, cottons. 

19. The following are plural in form, but are always 

singular in meaning : 

news, gallows, mathematics, ethics, politics, and other words 
ending in ics. 

20. Some nouns are alike in both numbers : 

deer, pair, sheep, trout, cannon, swine, grouse, series, 
species, corps. 

21. Write the plural of these nouns: 

man, goose, inch, treaty, pulley, quarto, puff, ox, species, 
deer, half, party, safe, bunch, toy. 

22. Write the singular of these nouns : 

mice, children, ladies, lunches, series, tomatoes, cattle. 



LESSON XII. 

CASE. 



1. Case is that modification of nouns and pronouns 
which shows their relation to other words. 

2. A noun or pronoun used as the subject of a prop- 
osition is in the Nominative Case. 

3. A noun or pronoun used in the predicate with an 
intransitive verb is in the Nominative Case; as — 

1. Napoleon was emperor of France. 

2. Washington became president. 



HOENSHEL'S ENGLISH GRAMMAR. 149 

When a noun is in the predicate with a verb in the 
passive voice it is in the Nominative Case; as — 

1. Architecture has been called frozen music. 

2. He was elected captain. 

4. A noun used as the name of a person or thing 
addressed, or used independently,* is in the Nominative 
Case ; as — 

1. Carlo, come here. 

2. Solomon, a wise man was he ! 

Notice the punctuation of tlie above sentences. 

5. A noun or pronoun used as tlie object of a verb or 
preposition is in the Objective Case. 

A word may be in the objective case after a participle ; as, " Hear- 
ing a noise, I turned." 

Here noise is the object of the participle hearing. 

6. Nouns denoting weight, measure, value, dis- 
tance, time, etc., are in the Objective Case without a 
governing word ; as — 

1. The mountain is three miles high. 

2. This man weighs two hundred pounds. 

3. Good butter is worth thirty cents a pound. 

4. This plant has grown two inches since yesterday. 

Tell why each of the words in black type in the preceding sen- 
tences is in the objective case. 

7. Examine these sentences : 

1. I wish to go. 

2. I wish Henry to go. 

Who is to go in the first sentence ? In the second sentence ? 
What is the subject of the first sentence? Of the second? 

* The difEerent varieties of independeut constructions will be explained in 
Part Four. 



150 HOENSHEL' S ENGLISH GRAMMAR. 

In the first senteuce I, the subject of the sentence, is also the 
subject of the infinitive to go. In the second sentence, Henry is the 
subject of the infinitive to go and is in the objective case. 

8. A noun or pronoun used as the subject of an infin- 
itive is in the Objective Case, unless it is also the 
subject of the proposition.^ 

9. Name the case of each of the subjects of these in- 
finitives : 

1. The father wishes his son to study grammar. 
3. The son does not wish to study grammar. 

3. The traveler planned to go to Africa. 

4. The showman wanted his lion to be tamed. 

10. When an intransitive infinitive has an objective 
subject it may have an Objective Attribute; as, I 
want him to be a teacher. 

Here teacher is the attribute complement, but is in the objective 
case to agree with him. It may properly be called objective attri- 
bute. 

11. Notice these diagrams : 
1. Mary, shut the door. 

Mary 



X I shut 

door. 



the 



A word used independently is not connected with the sentence. 
2. The mountain is three miles high. 

mountain | is — high. 



The 



miles 



three 



*When the subject of the infinitive is a predicate noun, it is in the nominative 
case ; as, "He is the man to be blamed." 



HOENSHEL'S ENGLISH GRAMMAR, 151 

A noun in the objective case without a governing vs^ord is dia- 
grammed as if it were the object of a preposition, but nothing is 
written on the preposition line. As no preposition is understood, no 
cross should be used. 

3. I wish Henry to be a merchant. 

Henry 

I I wish 



\^ to be = merchant. 



LESSON XIII. 

CASE.— REVIEW. 

1. Write three sentences, each having a word in the 
nominative case — 

1. In predicate with a passive verb. 
3. Used independently. 

2. Write three sentences, each having a noun or pro- 
noun in the objective case — 

1. Object of a participle. 

2. Object of an iniinitive. 

3. Without a governing w^ord. 

4. Subject of an infinitive. 

5. Objective attribute. 

3. Examine these sentences : 

1. Henry, the bootblack, is an industrious boy. 

2. 1 saw Henry, the bootblack. 

Does bootblack refer to the same person as Henry? Of what 
use is the word bootblack in these sentences? 

4. A noun or pronoun used to explain another noun 
or pronoun is said to be in the same case by apposition 
as the word explained. 



152 HO EN SHE U S ENGLISH GRAMMAR. 

In the first sentence given in paragraph 3, bootblack is in the 
nominative case in apposition with Henry, and in the second sen- 
tence it is in the objective case in apposition with Henry. 

5. A noun in apposition is usually set off by a comma. 

6. A noun clause may be in apposition with a word ; 
as, "The doctrine that all men are created equal was 
held by our fathers." The noun clause, that all men 
are created equal, is in the nominative case in appo- 
sition with doctrine. 

7. Notice these diagrams : 

that 



men | 


are '. 


created 


— equal 




all 


( 






doctrine 


) 1 was held 


1 The 






"< fathers. 




1 our 



2. I have read the orations of Webster, the statesman. 

I Webster (statesman.) 
I the 

An appositive noun or pronoun is written on the same line as the 
word it explains, and is inclosed in a parenthesis. 

8. Write four sentences, each having a noun or pro- 
noun — 

1. In the nominative case by apposition. 

2. In the objective case by apposition. 

9. Write two sentences, each having a noun clause 
in apposition with a word. 



HOENSHEL'S ENGLISH GRAMMAR. ISS 

LESSON XIY. 

REVIEW. 

Name the case of each noun and each noun clause in 
these sentences, then diagram the sentences : 

1. Thiuk that to-day shall never dawn again. 

2. We remained a week at Saratoga. 

3. We rode three hours through a beautiful valley. 

4. We walked four miles an hour. 

5. Some houses in Chicago are one hundred and fifty feet 

high. 

6. Franklin, the philosopher and statesman, was American 

minister to France. 

7. Mr. Roberts, the teacher, gave his book, a grammar, to 

Henry, his oldest pupil. 

8. This man desires his son to be a lawyer. 

9. Do you believe that old proverb, "Honesty is the best 

policy"? 

10. It is evident that my friend is right. 

11. The order is this : "Follow your leader." 



LESSON XY. 

REVIEW. 



1. Write two sentences, each having a noun in the 

1. Nominative case in predicate. 

3. Nominative case in apposition with subject. 

3. Nominative case in apposition with predicate noun. 

4. Nominative case by direct address. 

5. Objective case in apposition with the object. 

6. Objective case without a governing word. 



154 HOENSHEL' S ENGLISH GRAMMAR. 

2. Write a sentence having a noun clause in the — 

1. Nominative case, subject. 

2. Nominative case in apposition with the subject. 

3. Nominative case in the predicate. 

4. Objective case, object of a verb. 

5. Objective case in apposition with a noun. 

3. Write a sentence containing a word in apposition 

with — 

the Hudson, London, Shakespeare, Europe, William 
McKinley, Victoria. 



LESSON XYI. 

CASE — THE POSSESSIVE. 

1. The Possessive Case denotes the possessor, or 
owner. 

2. Singular nouns, and plurals not ending in s, form 
the possessive bj adding the apostrophe (') and s. 
Plurals ending in s add the apostrophe (') only.* 

3. Write the possessive singular and the possessive 
plural of these nouns : 

dog boy man lion city ' foot 

fox child tooth ox pony mouse 

4. When the same thing belongs to two or more in 
common, the possessive sign is added only to the last; 

as — 

1. Parker and Wilson's store. 

2. Lucy and Mary's books. 

*A few exceptions will be found in Part Four. 



HOENSHEL'S ENGLISH GRAMMAR. 155 

Parker's and Wilson's store means that each owns a store. 
Parker's and Wilson's stores means that each owns more than 
one store. Parker and Wilson's stores means that they own more 
than one store in partnership. 

5. When two nouns are in apposition the possessive 
sign is added only to tlie one nearest the name of the 
object possessed ; as — 

1. King Henry's dominions. 
3. Henry, the king's, dominions. 
In each of these sentences Henry and king are both in the pos- 
sessive case, but only one sign is used. 

6. Such complex nouns as son-in-law, Duke of 

Wellington, etc., use but one possessive sign, and add 
it to the last word ; as — 

1. His son-in-law's home. 

2. The Duke of Wellington's career. 

Y. The following sentences are all correct. Give 
reasons for the use of the possessive sign : 

1. These are neither Luthers nor Lucy's books. 

3. This occurred neither during Lincoln's nor Grant's ad- 

ministration. 

3. Smith, the captain's, life was full of adventure. 

4. 1 bought this book at Johnson, the bookseller's, store. 
.5. Brown and Green's factory is large. 

6. Bowman's and Haddam's house are large. 

7. Bowman's and Haddam's houses are large. 

In the 6th sentence, the word house is understood after the word 
Bowman's. In the 7th sentence, the word houses is understood 
after the word Bowman's. 

8. Correct where necessary : 

1. Howard's, the philanthropist's, life was spent in alleviat- 

ing the sufferings of others. 

2. For the prisoner's sake, his brother's. 

3. He did it at his mother's request, a kind lady. 



156 HOENSHEL' S ENGLISH GRAMMAR. 

4. The Bank of England was established in William's and 

Mary's reign. 

5. This was neither the teacher nor the students' desire. 

(). Whittier's, the poet's, "Snow-Bound" is much admired. 

7. The Queen's of England salary is large. 

8. We use Allen & Greenough's Latin grammar. 



LESSON XYII. 

POSSESSIVE CASE.— REVIEW. 

1. Write three sentences, each containing two or 
more nouns denoting joint ownership. 

2. Write three sentences, each containing two or 
more nouns denoting separate ownership. 

3. Write a sentence containing the possessive singu- 
lar of — 

father in-law, king of India, Duke of Wellington. 

4. CJiange tliese expressions to the form of the pos- 
sessive case ; thus — 

The signature of the author — The author's signature. 

1. The sting of the bee. 

2. The stings of the bees. 

3. The house of my friend George. 

4. The domain of Alexander the Great. 

5. The trial of Mary, Queen of Scots. 

6. The home of Mary and Martha (sisters). 

7. Tiie homes of Mary and Martha (not sisters), 

8. The poems of Bryant or Whittier. 

9. The pianos of Boot & Cady. (Joint possession.) 

10. The pianos of Steinway and Chickering. (Separate pos- 
session.) 



HOENSHEL ' S ENGLISH OB A MMAR. 157 

5. A noun in the possessive case is sometimes used 
to form a part of a complex or compound noun. Wlien 
80 used it sliould not be parsed separately; as — 

1. Harper's Ferry is a town on the Potomac. 

2. Bunyan wrote The Pilgrim's Progress. 



I 



LESSON XYIII. 

PRONOUNS. 

1. A Pronoun is a word used instead of a noun. 

2. The Antecedent of a pronoun is the word for 
which it stands. • 

3. A Personal Pronoun is one that indicates its per- 
son by its form. 

4. A Compound Personal Pronoun is one that is 
formed by adding to some forms of the personal pro- 
nouns self for the singular and selves for the plural. 

5. A Relative Pronoun is one that relates to some 
preceding word or words, and connects clauses. 

6. A Compound Relative Pronoun is one that is 
formed by adding ever or soever to the relative who, 
which, and what. 

T. What, when a relative, is equivalent to the thing 
which, or the things which, and is called a Double 
Relative. 



158 HOENSHEL' S ENGLISH GRAMMAR. 

8. An Interrogative Pronoun is one used in asking 
questions. 

9. An Adjective Pronoun is one that performs the 

offices of an adjective and a noun. 

Adjective Pronouns are sometimes called Pronominal Adjec- 
tives. 

10. Adjective Pronouns may be divided into De- 
monstrative Pronouns and Indefinite Pronouns. 

11. The Demonstrative Pronouns are: 

Singular. Plural. 

this these 

that those 

12. The most common Indefinite Pronouns are all, 
any, each, either, neither, few, many, none, one, 
other, another, some, several, such. 

13. A pronoun must agree with its antecedent in 
gender, person, and number, but its case is determined 
by its office in the sentence. 

14. To Decline a noun or pronoun is to give its 
various forms to represent the different numbers and 
cases. 

DECLENSION OF PRONOUNS. 

PEllSONAL PRONOUNS. 

I ( Nominative : I thou you he she it 

I, { Possessive : my, mine thy, thine your, yours his her, hers its 

35 ( Objective : me thee you him her it 

~ i Nominative : we ye , you they 

s i Possessive : our, ours your, yours your, yours their, theirs 

'^ (.Objective : us you you them 



HOENSHEL' S ENGLISH GRAMMAR. 159- 

RELATIVE PRONOUNS. 

I i Nominative : who which 

I, -< Possessive : whose whose 
i^ ( Objective : whom which 

The plural of the relative is the same as the singular. 
That and what are not declined. 
The interrogatives who and which are declined in the same man- 
ner as the relatives who and which. 

The compounds whoever and whosoever are declined in the 
same manner as who. 



LESSON XIX. 

PRONOUN S — Continued. 

1. Notice these diagrams : 

1. Give it to whoever wants it. 
X I Give 

o I it 

X 



whoever | wants 



As the antecedent of a compound relative is never expressed, its 
place is indicated by a cross. 

Kemember that a relative ( simple or compound ) is always in the 
dependent clause, but its antecedent is always in the independent 
clause. 

2. He heard what I said. 

What = that which. 

He I heard 

I that 



said 



which 



160 HOENSIIEL'S ENGLISH OBAMMAll. 

2. Parse the pronouns in these sentences, according 
to the model found on page 93. 

1. Where lies the land to which the ship would go? 

2. My ramble soon led me to the church, which stood a little 

distance from the village. 

3. He that is not with me is against me. 

4. It was a dreary road. 

5. It is strange that he should do it. 

The antecedent of the first it is the noun clause that he should 

-do it. 

6. It was James that we saw. 

7. It is they who must go. 

8. You yourself should go. 

9. Whom did you see ? 
10. Take what you want. 

Notice the idiomatic uses of it in the 5th, 6th, and 7th sentences. 
It may refer to a phrase, a clause, or to a noun of the masculine or 
ieminine, singular or plural, for its antecedent. 

3. Diagram the sentence in paragraph 2. 



LESSON XX. 

REVIEW. 



1. Write a sentence having for its subject — 

1. A personal pronoun, second, feminine. 

2. A personal pronoun, first, masculine. 

3. An interrogative pronoun. 

4. An adjective pronoun. 

'^. Write a sentence containing — 

1. A compound personal pronoun, first person. 

2. A compound personal pronoun, second person. 

3. A compound personal pronoun, masculine. 



BOENSHEL'S ENGLISH GRAMMAR. 161 

4. A compound personal pronoun, singular, masculine, nom- 

inative. 

5. A compound personal pronoun, plural, nominative. 

6. A relative pronoun, nominative. 

7. A relative pronoun, object of a verb. 

8. A relative pronoun, object of a preposition. 

9. A relative pronoun, possessive case. 

10. A compound relative. 

11. A double relative. 



LESSON XXI. 
PRONOUNS — Continued. 

1. Of the relative pronouns, who is used for persons, 

which for animals and things, and that for persons, 

animals, and things. 

It will be seen that the only difficulty in the choice of a relative is 
in deciding when to use that. 

2. That is to be preferred to who or which — 

1. When the antecedent embraces both persons and things; 

as, The soldiers and horses that I saw. 

2. After the words all, very, and same. 

3. After an adjective in the superlative degree.* 

3. Give reasons for using that in these sentences : 

1. The men and cattle that were on the train were killed in 

the wreck. 

2. I watched the boy and monkey that were entertaining 

the crowd on the street. 

3. This is the same book that my father used. 

4. The thief lost all the money that he stole. 

5. Solomon is said to be the wisest man that ever lived. 

*For the use of that in restrictive clauses, see Part Four. 
—11 



162 HOENSHEL'S ENGLISH GRAMMAR. 

4. Fill these blanks with who (or whom), which, 
or that : 

1. He was deceived by the friend iu he trusted. 

2. These are the same persons assisted us before. 

3. All he heard did not change his opinion. 

4. These Germans still remember the friends and the home 

they left in Europe. 

5. The train on you came was two hours late. 

6. He was the first succeeded. 

(First may be considered a superlative.) 

5. Give the reason for the case of each pronoun in 
these sentences : 

1. To whom did he go ? 

2. Whom did he tell ? her or him ? 

3. It was intended for either you or him. 

4. It was she. 

5. It might have been they. 

6. Know well whom you admit to your friendship. 

7. This is between you and me. 

8. 1 thought it was he. 

9l I thought it to be him. 

10. Whom did you take him to be ? (You did take him to be 

whom ? ) 

11. There are few better men than he ( is). 

12. He mistook her for me. 

13. Do you know whom he sent? 

14. Do you know who went? 

15. Them that honor me I will honor. (I will honor them 

that honor me.) 

16. He wants you and me to go. 



HOENSHEL'8 ENGLISH GRAMMAR. 163 

LESSON XXII. 

PRONOUNS — Continued. 

Fill these blanks with pronouns in the correct case. 
Give reasons for yonr choice : 

1. This is a secret between and . 

3. did you see ? 

3. He knows it was. 

4. Was it you met ? 

5. What were you and talking about ? 

6. My brother did fully as well as — — . 

7. Her mother and have gone to the city, 

8. that seek shall find. 

9. Is it — — you wish to see ? 

10. do you take me to be ? 

11. Mother went with sister and . 

12. We did not tell her the letter was from. 

13. Can you teach and to draw? 

14. is younger than . 

15. The teacher asked and to stay. 

16. It is , , and that are to blame. 

17. He is the same man met us on the bridge. 

18. There goes the man house was burned. 

19. The gentleman you spoke to is my uncle. 

20. This is the longest lesson we ever had. 

21. The men and the tools you sent for have arrived. 

22. do you sit with ? 

23. I know you love. 

24. do you think that 1 am ? 

25. Did you see Robert and ? 

26. I saw you and in the city. 

27. I do not know they said went. 

28. Father told James and to go to school. 

29. He married a lady they say is very wealthy. 

30. She married a man I know to be worthless. 

31. I saw the man I think is to speak. 



164 HOENSHEL'S ENGLISH GRAMMAR. 

32. He addressed Lillian and . 

33. All are gone but and . (When but means 

except, it is a preposition.) 

34. It was yon said it was. 

35. It was you said it to be. 

36. Lucy and go to school. 

(This last blank can be filled by seven different personal pronouns. 
Find them.) 



LESSON XXIII. 

PRONOUNS — Continued. 

1. Which and '^hat often are interrogative adjec-' 
tives ; as — 

1. Which book have you ? 

2. What answer did he make ? 

We have now used what as an interrogative pronoun, a double 
relative, and an adjective. It is sometimes an adverb, meaning 
partly; as, "What by economy and what by industry he amassed a 
fortune." 

"What is also an interjection ; as, "What ! did he go?" 

2. In these sentences each pronoun agrees with its 
antecedent in gender, person, and number. Examine 
carefully : 

1. Each one of us must prepare his own lesson. 

2. Boys, every one of you is responsible for his own con- 

duct. 

3. Has everybody solved his problems? 

4. All the girls have their hats. 

5. Each girl has her hat. 

6. Each person in the world should do his best. 

7. Not an elk nor a deer made its appearance. 

8. Many a man looks back on the days of his youth with 

regret. 



HOENSHEL'8 ENGLISH OBAMMAR. 165 

9. Neither Maiy nor Susan offered her assistance. 

10. Mary and Susan offered their assistance. 

11. Jf any one thinks it is easy to recite a poem in public, let 

him try it. 

12. The earth is my mother, and I will recline upon her 

bosom. 

13. Every governor and magistrate does as he thinks best. 

14. No man or woman is able to get rid of his vices without 

a struggle. 

15. Each man and woman must do his duty. 

In each of the last two sentences, the pronoun his has two ante- 
cedents, one masculine and one feminine. In such cases the pronoun 
should be masculine. 

3. Write eight sentences, each having a personal pro- 
noun, or a compound personal pronoun, and be sure 
that each pronoun agrees with its antecedent. Have 
such sentences as v^ill show that you understand the 
subject. 



LESSON XXIV. 

PRONOUNS — Continued. ' 

Fill each of these blanks with the proper personal 
pronoun to agree with its antecedent : 

1. Every person should try to improve mind and heart. 

2. Each of our party carried a knapsack with . 

3. A person who is resolute and energetic will be apt to suc- 

ceed in undertakings. 

4. I did not notice which one of the men finished work 

first. 

5. Every soldier and every officer remained at station 

all night. 

6. Mary and Lucy will favor us with company. 

7. Mary or Lucy will favor us with company. 

8. Notice is hereby given to every person to pay taxes. 



166 HOENSHEL'S ENGLISH GRAMMAR. 

9. All persons are required to pay taxes. 

10. You borrow one foot, or twelve inches, and add to 

the upper number. 

11. Every herb, every flower, and every animal shows the 

wisdom of Him who made . 

12. Coffee and sugar are luxuries, but great quantities of 

are consumed annually. 

13. If anyone wishes to join the church, let come for- 

ward. 

14. It is difficult for any judge or juror to be unprejudiced in 

opinion. 

15. Every city, village, and farm furnishes quota of 

soldiers. 

16. This is such bad news that I cannot believe . 

17. If you find "Longfellow's Poems," send to me. 

18. The audience kept seats until the close. 

19. If you have any molasses, please send me a gallon of . 

20. The government will be compelled to change orders. 

21. If any boy or girl be absent, must go to the foot of 

the class. 

22. Do you know which one of the students wrote essay 

first? 

23. Lincoln, the President, the Emancipator, and the Martyr, 

will always live in the hearts of countrymen. 



LESSON XXY. 

NOUNS AND PRONOUNS — PARSING. 

Analyze these sentences, and parse the nouns and 
pronouns : 

1. I was born an American, I live an American, and I shall 

die an American. 

2. He that would have the kernel must crack the shell. 

3. The truly great man is he who does not lose his child- 

heart. 



HOEXSHEL' S EXGLISH GRAMMAR. 167 

4. I refer to Milton, him who wrote "Paradise Lost." 

5. It was Hadley, he who wrote a Greek grammar. 

6. Reputation is what we are thought to be ; character is 

what we are. 

7. The tougue is the only weapon that can heal the wounds 

that it makes. 

8. I have heard of Byron, the poet's, dissipation. 

9. It was Joseph, he whom Pharaoh promoted. 

10. This is the book that we are to study. 

11. I believe in a religion whose origin is divine. 

12. Whoever comes shall be admitted. ( Whoever = he who.) 

13. I remember what was said. 

14. Conscience makes the bitter memory of what he was. 

15. Whosoever will mav come. 



LESSOX XXYI. 

NOUNS AND PRONOUNS.— REVIEW. 

Write two sentences, each containing a noun — 

1. In the nominative, attribute complement. 
In the nominative, apposition with subject. 

3. In the nominative, apposition with attribute complement. 

4. In the objective, apposition with object of verb. 

5. In the objective, subject of infinitive. 
In the objective, objective attribute. 
In the possessive by apposition. 
In the nominative. Independent. 

2. Write one sentence in accordance with each of 
the first six of the preceding directions, using pronouns 
instead of nouns. 



168 HOENSHEL' 8 ENGLISH GRAMMAR. 

LESSON XXYII. 

ADJECTIVES — CLASSIFICATION AND COMPARISON. 

1. An Adjective is a word used to modify a noun or 
pronoun. 

2. A Descriptive Adjective is one that describes a 
noun or pronoun by expressing some quality belonging 
to it. 

3. A Definitive Adjective is one that does not express 
a quality. 

4. The definitive adjectives a, an, and the are some- 
times called Articles. The is the Definite Article, 
and a or an is the Indefinite Article. 

A is used before words beginning with a consonant sound, and an 
is used before words beginning witii a vowel sound. Examples : a 
horse, a nest, a union, an apple, an orange, an honest man. 

5. Definitive Adjectives that express number and or- 
der definitely are called Numeral Adjectives. 

Cardinals denote simply the number of objects ; as, three, forty. 
Ordinals denote the position of an object in a series ; as, third, 
fortieth. 

Multiplicatives denote how many fold ; as, threefold, forty- 
fold. 

6. A Proper Adjective is one derived from a 
proper noun ; as, American, English, French. 

Proper adjectives should begin with a capital letter. 



HOENbHEL'S ENGLISH GRAMMAR. IQ^ 

7. Comparison is a variation of descriptive adjectives 
to express the quality in different degrees. 

8. There are three Degrees of Comparison : the Pos- 
itive, the Comparative, and the Superlative. 

9. The Positive Degree expresses the simple quality ;. 
as, large, wise. 

10. The Comparative Degree expresses the quality in 

a higher or lower degree ; as, larger, less wise. 

The Comparative is used in comparing two objects or classes of 
objects ; as, James is taller than his brother. These two ap- 
ples are larger than those three. 

11. The Superlative Degree expresses the quality in 

the highest or lowest degree ; as, largest, least wise. 

The Superlative is used in comparing three or more things; as, 
Jupiter is the largest of the planets. Samuel is the oldest of 
the three boys. 

12. Adjectives of one syllable are compared by add- 
ing to the positive er for the comparative, and est for 
the superlative. 

Review rules of spelling given in Part Two. 

13. Adjectives of more than two syllables are com- 
pared by prefixing more and most. 

14. Adjectives of two syllables ending in y or silent 
e are compared by adding er and est. 

Some adjectives of two syllables accented on the last 
are compared by adding er and est; as, polite, politer,, 
politest. 



170 



BOENSHEL'8 ENGLISH GRAMMAR. 



Some adjectives ending in ow are compared by add- 
ing er and est; as, narrow, narrower, narrowest. 

Other adjectives- of two syllables are compared by 
prefixing more and most. 

15. Some adjectives are irregular in comparison: 



bad. 






evil, \ 


worse, 


worst ; 


ill, \ 






good, ( 
well, \ 


better, 


best ; 


little, 


less, 


least ; 


many, 
much, 


more. 


most ; 


near, 


nearer, 


j nearest; 
1 next; 


old. 


\ older, 
\ elder. 


oldest ; 
eldest. 



16. To express decrease or inferiority, adjectives are 
compared by prefixing less and least; as, important, 
less important, least important. 

17. Write the comparison of these adjectives: 



dim 


wet 


sad 


ill 


much 


little 


doubtful 


pretty 


perfect 


any 


wise 


yellow 



HOENSHEL ' S EXGLISH GRA MMAR. 171 

LESSOK XXYIII. 

ADJECTIVES — Continued. 

1. The comparative considers the objects compared 
as belonging to different classes. 

1. The mother was fairer than auy of her daughters. 

2. Texas is larger than any other state ni the Union. 

The rule in paragraph 16 is sometimes expressed by saying, "When 
the comparative is used the latter term of comparison must exclude 
the former." In the second sentence just given, the latter term of 
comparison is any other state, which does not include Texas, the 
former term of comparison. If other is omitted, the latter term will 
be any state, which will, of course, include Texas. 

2. The superlative considers the objects as belonging 
to one class. 

1. The mother was the fairest of women. 

2. Texas is the largest state in the L'nion. 

The rule in paragraph 17 is sometimes expressed by saying, " YThen 
the superlative is used the latter term of comparison must include the 
former." In the second sentence just given, the latter term of com- 
parison is state in the Union, which will include Texas. 

3. Sometimes the use or the omission of a, an, or 
the makes quite a change in the meaning of the sen- 
tence. 

The black and the white horse means two horses. The black 
and white horse means one horse with two colors. A house and 
a lot means two separate pieces of property ; the house is not on the 
lot. A house and lot means that the house is on the lot. He was 
married to an amiable and an estimable woman means that he 
had two wives. He was married to an amiable and estimable 
-woman means that he had one wife. 



172 H0EN8HEL' 8 ENGLISH GUAM MAR. 

4. You have already learned that adjectives may be 
placed before the words they modify, or they may be 
used in the predicate. They may also be used AppOS- 
itively; as — 

1. The snow, white and pure, covered the landscape. 

2. The rose, beautiful and fragrant, is the fairest of 

flowers. 

5. The following sentences are correct. Examine 
them carefully : 

1. He has another and better reason. • 

2. He has another and a better reason. 

What difference in the meaning of these two sentences? 

3. He does not deserve the name of gentleman. 

4. The whites of America are descendants of the Europeans. 
Why not the descendants? 

5. The north and the south line of the field extend east and 

west. 

6. The north and south lines on a map are meridians. They 

extend north and south. 

7. This kind of horses and these kinds of cattle are not 

found in Asia. 

6. In some of these sentences the adjectives are used 
incorrectly. Correct wiiere necessary : 

1. The right and left hand were both diseased. 

2. The Latin and the Greek words in English are many. 

3. I do not admire those kind of people. 

4. The fourth and the fifth verse are short. 

5. My uncle owns a large and small house. 

6. One wlio rules is often known by the name of a king. 

7. The sick and wounded were left in the camp. 

8. I have not heard from home for this two weeks. 

7. Observe that when the article is repeated the verb 



HOENSHEL' S ENOLISH GRAMMAR. 173 

will often be plural, although the subject expressed may 
be singular. 

1. The east and the west end (not ends) of the house are 

white. 

2. An old and a new book are on the table. 

It will readily be seen that in the above sentences one subject is 
understood. 

8. In the following sentences the comparative and 
the superlative are used correctly. Study carefully : 

1. My mother is the eldest of five sisters. 

2. Which is the better of the two ? 

3. Iron is more useful than any other metal. 

4. Iron is the most useful of metals. 

5. This picture is, of all paintings, most fascinating to me. 

6. China has a greater population than any other country on 

the globe. 
It will be observed that the comparative degree is generally fol- 
lowed by than, and that when than is used we always have a com- 
plex sentence. When we say He is younger than I, the full 
sentence is He is younger than I am. 



LESSON XXIX. 

ADJECTIVES — Continued. 

1. Write two sentences, each containing three adjec- 
tives — 

1. Placed before the noun. 

2. Used In the predicate. 

3. Used appositively. 

2. Some of the following sentences are incorrect. 
Make the proper changes : 

1. The youngest of the two sisters is the handsomest. 



174 HOENSHEL'S ENGLISH GRAMMAR. 

2. He is the strongest of all the boys in school. 

3. The boy is the brightest of all his classmates. 

4. Gold is more valuable than any other metal found in the 

United States. 

5. Natural scenery pleases me the best of anything else, 

6. That tree overtops all the trees in the forest. 

7. Our present teacher is better than any teacher we ever had. 

8. Our present teacher is the best we ever had before. 

9. Nothing pleases me as much as beautiful scenery. ( Say 

nothing else. Why ? ) 
10. This man, of all others, deserves promotion. 

3. Parse the adjectives in these sentences : 

1. A guilty conscience needs no accuser. 

3. Wisdom is better than rubies. 
When the comparative degree is followed by than, there will 
always be a complex sentence, and the positive degree of the same 
word (often not expressed) will be found in the subordinate clause. 
In such sentences, than is a conjunctive adverb, modifying the word 
in the positive degree and connecting the subordinate clause to the 
word in the comparative degree. 

Wisdom I is — better 



rubies [ ( are — good). 
I than 



3. Every cloud has a silver lining. 

4. Sugar is sweeter than honey. 

5. New York is larger than Massachusetts. 

6. Much money and abundant food were sent to the needy 

sufferers of the lower Mississippi valley. 

7. He wandered over the earth, sad and weary. 

4. Diagram ihe sentences in the preceding paragraph. 



HOENSHEL'S ENGLISH GRAMMAR. 175 

LESSON XXX. 

REVIEW. 

1. Analyze these sentences, and parse the nouns, 
pronouns, and adjectives : 

1. The end must justify the means. 

3. Fame is the last infirmity of noble minds. 

3. A friend should bear his friend's infirmities. 

4. Of all sad words of tongue or pen, 

The saddest are these : "It might have been." 

5. Did you find the book you wanted? (Relative pronoun 

omitted.) 

6. This is the answer I expected. 

7. Raphael painted some very wonderful pictures. 

8. The weather-cock on the steeple told, in all kinds of 

weather, the direction of the wind. 

9. Harold, the last Saxon king, was conquered by William,. 

Duke of Normandy. 

10. Everyone can master a grief, but him that hath it. 

11. Grief is best pleased with grief's society. 

12. Bees gather honey for themselves, and men rob them of it. 

13. Napoleon, the man Wellington defeated at Waterloo, died 

at St. Helena. 

2. Diagram the preceding sentences. 



LESSON XXXI. 

VERBS — CLASSIFICATION. 

1. A Verb is a word that denotes action or being. 

2. A Eegular Yerb is one that forms its past tense 
and past participle bj adding ed to the present, in 
accordance with the rules of spelling. 



176 HOENSHEL' S ENGLISH GRAMMAR. 

3. An Irregular Yerb is one tliat does not form its 
past tense and past participle by adding ed to the 
present. 

4. A Transitive Yerb is one tliat requires an object 
to complete its meaning. 

5. An Intransitive Yerb is one that does not require 
an object to complete its meaning. 

Sometimes a verb usually intransitive has an object; as, "I 
dreamed a dream"; "He ran a race." In such sentences, the verb 
is transitive. 

An Intransitive Verb that does not imply action is sometimes 
called a Neuter Verb. Examples: "The book lies on the shelf." 
"Freedom exists." 

6. A Defective Yerb is one not used in all the modes 
and tenses ; as, must, ought, quoth, etc. 

7. An Impersonal Yerb is one used only in the third 
person singular; as, "It rains"; "It snows." 

The subject of an impersonal verb is always it. 

8. Auxiliary Yerbs are those used in the conjugation 
of other verbs. They are do, be, have, shall, will, 
may, can, must. 

Do, be, and have are often used as principal verbs. 

9. A Finite Yerb is any mode or tense of the verb 
except the infinitive and the participle. 

10. The following list of irregular verbs should be 
studied until pupils are able to give the principal parts 



HOENSHEL' 8 ENGLISH GRAMMAR. 



177 



of all in gener 


al use. Those marked r are also regal s 


Forms 


little used are printed in black : 




Pres. 


Past. 


Past P. 


Pres. 


Past. 


Past P. 


abide 


abode 


abode 


cleave ( 


clove 


) cloven 
1 cleft 


am, be 


was 


been 


r. . 


cleft 


arise 


arose 


arisen 


(to split) j 


clave 


awake, r 


. awoke 


awaked 


cling 


clung 


clung 


bake 


baked 


j baked 


clothe, r 


clad 


clad 






( baken 


come 


came 


come 


bear •< 


bore 


born 


cost 


cost 


cost 




bare 




creep 


crept 


crept 


bear 


bore 




crow, r. 


crew 


crowed 


(to 
carry) 


bare 


borne 


cut 


cut 


cut 


bet 


bet 


bet 


dare, r. 


durst 


dared 


bless, r. 


blest 


blest 


deal 


dealt 


dealt 


bid 


bid, bade bidden, bid 


dig, r. 


dug 


dug 


bind 


bound 


bound 


do 


did 


done 


bite 


bit 


bitten, bit 


draw 


drew^ 


drawn 


bleed 


bled 


bled 


dream, r 


dreamt 


dreamt 


blow 


blew 


blown 


dress, r. 


drest 


drest 




broke 




drink 


drank 


j drank 


break ■< 


brake 


broken 






I drunk 


breed 


bred 


bred 


drive 


drove 


driven 








dwell 


dwelt 


dwelt 






( beaten 








beat 


beat 


\ 


eat 


ate 


eaten 






\ beat 


fall 


fell 


fallen 


begin 


began 


begun 


feed 


fed 


fed 


bend, r. 


bent 


bent 


feel 


felt 


felt 


bereave, 


bereft 


bereft 


fight 


fought 


fought 


r. 






find 


found 


found 


beseech 


besought besought 


flee 


fled 


fled 


bring 


brought 


brought 


fling 


flung 


flung 


build, r. 


built 


built 














fly 


flew 


flown 


burn, r. 


burnt 


burnt 


forsake 


forsook 


forsaken 


burst 


burst 


burst 














freeze 


froze 


frozen 


buy 


bought 


bought 


get 


got 


got, gotten 


cast 


cast 


cast 














gild, r. 


gilt 


gilt 


catch 
chide 


caught 
chid 


caught 
chidden 
chid 
chosen 


gird, r. 
give 


girt 
gave 


girt 
given 


choose 


chose 


go 


went 


gone 



178 



HOENSHEL'S ENGLISH GRAMMAR. 



Pres. 


Past. 


Past P. 


grave, r. 


graved 


graven 


grow 
grind 
hang, r. 
have 


grew 
ground 
hung 
had 


grown 
ground 
hung 
had 


hear 


heard 


heard 


heave, r. 


hove 


hove 


hew, r. 


hewed 


hewn 


hide 


hid 


hidden, 


hit 


hit 


hit 


hold 


held 


1 held 
( holden 


hurt 


hurt 


hurt 


keep 
kneel, r. 


kept 
knelt 


kept 
knelt 


knit, r. 


knit 


knit 


know 


knew 


known 


lade, r. 


laded 


laden 


lay 
lead 


laid 
led 


laid 
led 


lean, r. 


leant 


leant 


leap, r. 
leave 


leapt 
left 


leapt 
left 


lend 


lent 


lent 


let 


let 


let 


lie 


lay 


lain 


(recline) 
light, r. lit 
lose lost 


lit 

lost 


make 


made 


made 


mean 


meant 


meant 


meet 


met 


met 


mow, r. 


mowed 


mown 


pay paid 
pen, r. pent 

(to inclose) 
put put 
quit, r. quit 


paid 
pent 

put 
quit 


rap, r. 
read 


rapt 
read 


rapt 
read 


rend 


rent 


rent 



hid 



Pres. 


Past. 


Past P. 


rid 


rid 


rid 


ride 


rode 


ridden 


ring 


1 rang 
\ rung 


rung 


rise 


rose 


risen 


rive, r. 


rived 


riven 


run 


ran 


run 


saw, r. 


sawed 


sawn 


say 


said 


said 


see 


saw 


seen 


seek 


sought 


sought 


seethe, r 


. seethed 


sodden 


sell 


sold 


sold 


send 


sent 


sent 


set 


set 


set 


shake 


shook 


shaken 


shape, r. 


shaped 


shapen 


shave, r. 


shaved 


shaven 


shear, r. 


sheared 


shorn 


shed 


shed 


shed 


shine 


shone 


shone 


shoe 


shod 


shod 


shoot 


shot 


shot 


show, r. 


showed 


shown 


shred 


shred 


shred 


shrink 


j shrunk 
\ shrank 


j shrunk 
1 shrunken 


shut 


shut 


shut 


sing 


sang 


sung 


sink 


sank 


sunk 


sit 


sat 


sat 


slay 


slew 


slain 


sleep 


slept 


slept 


slide 


slid 


slidden 
slid 


sling 


slung 


SlUDg 


slink 


slunk 


slunk 


slit 


slit 


Slit 


smite 


smote ■ 


smitten 
smit 


sow, r. 


sowed 


sown 



HOENSHEL' S ENGLISH GRAMMAR. 



179 



Pres. 


Past. 


Past P. 


speak ■< 


spoke 
spake 


spoken 


speed 


sped 


sped 


spend 


spent 


spent 


spill, r. 


spilt 


spilt 


spin 


spun 
span 


spun 


spit 


spit,spat spit 


split 


split 


split 


spread 


spread 


spread 


spring 


sprang 


sprung 


stand 


stood 


stood 


stave i 


staved 
stove 


staved 
stove 


stay 


staid 


staid 


stayed 


stayed 


steal 


stole 


stolen 


stick 


stuck 


stuck 


sting 


stung 


stung 


stride 


strode 


stridden 


strike 


struck - 


struck 
stricken 


string 


strung 


strung 


strive 


strove 


striven 


strew, r. 


strewed 


strown 


swear ■< 


swore 
sware 


sworn 



Pres. 


Past. 


Past P. 


sweat 


sweat 


sweat 


sweep 


swept 


swept 


swell, r. 


swelled 


swollen 


swim 


swam 


swum 


swing 


swung 


swung 


take 


took 


taken 


teach 


taught 


taught 


tear 


tore, tare torn 


tell 


told 


told 


think 


thought 


thought 


thrive, 
r. 


1 thrived 
\ throve 


thriven 


throw 


threw 


thrown 


thrust 


thrust 


thrust 


tread 


trod 


trodden 
trod 


wax, r. 


waxed 


waxen 


wear 


wore 


worn 


weave 


wove 


woven 


weep 


wept 


wept 


wet, r. 


wet 


wet 


whet, r. 


whet 


whet 


win 


won 


won 


wind 


wound 


wound 


work, r. 


wrought 


wrought 


wring 


wrung 


wrung 


write 


wrote 


written 



LESSON XXXII. 

VERBS— VOICE. 

1. The modifications of the verb are Yoice, Mode, 
Tense, Person, and Number. 

2. Yoice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the action. 



180 HOENSHEL' IS ENGLISH GRAMMAR. 

This is the definition usually given, and is probably correct, be- 
cause only transitive verbs can have a passive voice. Intransitive 
verbs have only the active voice. 

3. The Active Voice is that form of the verb which 
shows that the subject denotes the actor. 

4. The Passive Voice is that form of a transitive verb 

which shows tliat tlie subject denotes the receiver of the 

action. 

Many grammarians say that intransitive verbs have no voice, while 
many others say that they have only the active voice. In such sen- 
tences as " Birds fly." and " The boy runs." the subject of the intran- 
sitive verb surely represents the actor. Besides, all intransitive verbs 
are active in form. For these reasons, I believe that intransitive 
verbs have the active voice. 

5. The Passive Voice of any verb will always consist 
of the past participle of that verb, preceded by some 
form of the verb be. 

From this it follows that the passive of all the modes and tenses 
of any verb will always end with the same word. The past participle 
•of write is written, and the passive of write in every mode and 
tense will end with the word written. 

The form of the verb to be that should be used is the form found 
in the mode and tense called for in the passive verb. Example : The 
indicative, present-perfect, third, singular of to be is has been; 
therefore, the indicative, present-perfect, third, singular, passive of 
the verb write is has been written. 

Sometimes the form of the verb to be is not expressed; as, "We 
found the water (to be) frozen." "The knife (that was) found in 
the yard belonged to the teacher." 

There are two or three exceptions to the above rule for the forma- 
tion of the passive ; thus, the verbs in He is gone, and The hour is 
come, are in the active voice, although passive in form. 



HOENSHEL'8 ENGLISH GBAMMAR. 181 

6. Classify these verbs, and name the voice of each r 

1. The bridge has been built. (Remember that a passive 

verb is always transitive.) 

3. lu many places, the Mississippi has overflowed its banks. 

3. The greyhound can run very rapidly. 

4. Our neighbors are moving into their new house. 

5. Heated air rises. 

6. The Saxons came into England about the middle of the 

fifth century. 

7. The lowing herd winds slowly o'er the lea. 

8. Knowledge must be obtained by hard work. 

T. Diagram the sentences in the preceding paragraph. 

8. Name the voice of these verbs : 

shall see, shall be seen, may have seen, may have been seen, 
has seen, had seen, had been seen, might have seen ; can 
choose, could choose, shall have been chosen, to be chosen, 
are choosing, may be choosing, may be chosen ; to have 
stolen, to have been stolen, having stolen, having been 
stolen, stole, is stolen. 

9. Change the voice of all the verbs in these sen- 
tences without changing the meaning: 

1. The traveler was astonished at the sight. 

2. The heavens declare the glory of God. 

3. The address of welcome to the Grand Army of the Re- 

public was given by Henry Wabterson. 

4. Such examples incite young men to noble careers. 

5. The philosopher sat in his chair. ( Why cannot this be 

made passive ?) 

6. Health and plenty cheered the laborer. 

7. A horse trod on the child's foot. 

8. The sun rose at six. 

9. The book lies on the table. 

10. The commander must attend to this matter. 



182 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON XXXIII. 

VERBS — MODE. 

1. Mode is that form or use of the verb which shows 
the manner in wliich the action or being is expressed. 

2. The Indicative Mode is used to assert a fact or an 
actual existence. It is also used in asking questions. 

3. The Potential Mode asserts the power, necessity, 

liberty, or possibility of action or being. This mode 

may be used in asking questions. 

The sign of the potential mode is may, can, must, might, could, 
would, should. 

4. The Subjunctive Mode asserts an uncertainty, a 

wish, or a supposition; as — 

1. If ray brother were here, he would assist me. 
3. If he be industrious, he will succeed. 
As this mode is considered quite difficult, its further study will be 
found in Part Four. 

5. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty. 

6. Write two sentences in which the verb is in — 

1. The indicative. 

2. The potential. 

3. The imperative. 

7. ^N'ame the mode of each verb in these sentences: 

1. I wish I were at home. 

2. Can you solve the problem ? 



HOENSHEL' S ENGLISH GRAMMAR. 183 

3. "Evangeliue" was written by Longfellow. 

4. The czar of Russia was assassinated by Nihilists. 

5. The city could have been captured by a brave army. 

6. Try to learn something new every day. 

7. The laws must be obeyed. 

8. Name all the passive verbs in tlie preceding sen- 
tences. 

9. Diagram the sentences in paragraph 7. 

10. Name the mode of each of these verbs : 

might throw, was throwing, has thrown, can throw, should 
throw, is thrown, have been thrown, had thrown, might 
throw; throw the stone: if it be thrown : the javelin had 
been thrown. 



LESSON XXXIY. 

VERBS — TENSE, PERSON, NUMBER. 

1. Tense is that form or use of the verb that shows 
the time of action or being. 

2. The Present Tense denotes present time. 

3. The Present-Perfect Tense expresses action or be- 
ing as completed at the present time. 

4. The Past Tense denotes past time. 

5. The Past-Perfect Tense expresses action or being 
as completed at some past time. 

6. The Future Tense denotes future time. 



184 HOENSHEL'S ENGLISH QRAMMAU. 

7. The Future-Perfect Tense expresses action or being 
as completed at some future time. 

The indicative is the only mode that has the six tenses. 

The potential has only the present, present-perfect, past, and 
past-perfect. The sign of the present is may, can, or must; of the 
present- perfect, may have, can have, or must have ; of the past, 
might, could, would, or should ; of the past-perfect, might have, 
could have, would have, or should have. 

The imperative is used only in the present. 

8. Name the mode and tense of these verbs : 

is written, was written, have written, write, shall have writ- 
ten, has been written, has written, might write, can write; 
go, went, might have gone, can have gone, should go, could 
have gone, shall go, will go, had gone, must go, must have 
gone. 

9. Finite verbs have the same person and number as 
their subjects. 

1. A collective noun requires a plural verb when the indi- 

viduals are thought of, but a singular verb when the 
collection is considered as a unit; as, "The committee 
were invited, and all came." "The committee was 
large." 

2. Two or more subjects connected by and require a plural 

verb; as, "Industry aud perseverance are required." 

3. Two or more singular subjects, taken separately, ( usu- 

ally connected by or, nor, etc.,) require a singular 
verb; as, "Europe, Asia, or Africa has a greater pop- 
ulation than South America." 

4. Two or more singular subjects preceded by each, every, 

or no require a singular verb; as, "Each animal, 
plant, and mineral has its use." 

5. When one subject is alSrmative and the other negative, 

the verb agrees with the affirmative subject; as, "The 
sailors, not the captain, are to blame." "The cap- 
tain, not the sailors, is to blame." 



HOENSHEL' S ENGLISH GRAMMAB. 185 

6. When there are two subjects, taken separately, and dif- 

fering in number or person, the verb agrees with the 
nearest subject; as, "Neither the mother nor the 
daughters are pleased." "Neither the daughters nor 
the mother is pleased." 

7. The first four of the preceding rules for the agreement of 

the verb apply also to the agreement of the pronoun 
with its antecedent.* 



I 



LESSON XXXY. 

VERBS — AGREEMENT. 

1. The verbs and pronouns in these sentences are 
correct. Give reasons for the forms used : 

1. Talking and doing are not the same. 

2. Many a man has sad recollections of his youth. 

3. Every train and steamboat was crowded. 

4. From what country is each of your parents'? 

5. Every one of the witnesses says the same thing. 

6. Either you or I am in the wrong. 

7. A box of figs was sent us as a present. 

8. There were more than one of us. 

9. The victuals are cold. 

10. The word victuals is singular. 

11. There are no tidings. 

12. Neither wife nor child was there to meet him. 

13. Books, and not pleasure, are his delight. 

14. Money, as w^ell as men, is needed. 

15. To possess and to profess are two different things. 

16. "Very true," say they. 

17. Chaucer's "Canterbury Tales'' is an old poem. 

18. A variety of pleasing objects charms the eye. 

* These are the principal rules for the agreement of a verb. A few special 
rules and sussestions will be siven m Part Four. 



186 HOENSHEL'8 ENGLISH GRAMMAR. 

19. Twenty-five dollars Is not too much for a bicycle. 

20. You or Thomas Is mistaken. 

21. The condition of the roads is very bad. 

22. Hence arise the following conclusions. 

23. Everybody is very kind to me. 

24. Either he or I am to blame. 

2. Correct tlie following errors, and give your rea- 
sons : 

(Always be sure you know what words are the subject and pred- 
icate before you attempt to correct the sentence.) 

1. What studies have each of the boys ? 

2. Every one of the boys are in their place. 

3. One of you are wrong. 

4. There is one or more reasons for this. 

5. Six days' work have been done. 

6. Either you or he are responsible. 

7. Nothing but vain and foolish pursuits delight some per- 

sons. 

8. The people, not the government, is responsible for the 

welfare of the nation. 

9. The number of our days are with Thee. 

10. Between grammar and logic there exists many connec- 

tions. 

11. " Oats" are a common noun. 

12. The youth of this country has many opportunities. 

13. Idleness and ignorance brings sorrow. 

14. My brother, with two friends, have arrived. 

15. Strong arguments, not a loud voice, brings conviction. 

16. In him were found neither deceit nor any other vice. 

17. Either the horses or the wagon are to be sold. 

18. The door of the cell is open, and within stands two pris- 

oners. 

19. Avarice is one of the passions that is never satisfied. 

20. The sun, with ail its planets, are but a small part of the 

universe. 



I 



HOENSHEL' S ENGLISH GRAMMAR. 187 

LESSON XXXYI. 

AGREEMENT — Continued. 

1. Some of the following are correct and some are 
incorrect. Make the corrections necessary : 

1. More than one has had a hand in this affair. 

2. Everyone must follow their own views on the question. 

3. Both money and labor were spent on it. 

4. Either you or I are the one who they have selected. 

5. Each of these studies have their own difficulties. 

6. The report of the mayor and clerk were presented, 

7. The report of the mayor and of the clerk was presented. 

8. Not her beauty, but her talents, attract attention. 

9. Her talents, not her beauty, attract attention. 

10. It is her beauty, and not her talents, that attract attention. 

11. To do justly, to love mercy, and to be humble, are duties 

of universal obligation. 

12. Each day and each hour bring their portion of duty. 

2. Insert suitable verbs in the following blanks : 

1. Not one of my neighbor's sons succeeded in business. 

2. There my neighbor and her daughter. 

3. Time and tide for no man. 

4. That able scholar and critic a valuable library. 

5. The crime, not the scaffold, the shame. 

6. A bushel of pears taken from one tree. 

7. Neither he nor I frightened. 

8. He or his brother the book. 

9. There been several vessels lost on these rocks. 

3. Write two sentences, each having a verb that 
has — 

1. Two or more subjects connected by and. 

2. Two or more singular subjects connected by or or nor. 



HOENSHEL'S ENULISH GRAMMAR. 

3. Two singular subjects connected by as well as. 

4. Two subjects, ditfering in number, and tal^en separately. 

5. Two subjects, ditt'ering in person, and taken separately. 

6. Two subjects, differing in number, one affirmative and 

the other negative. 



LESSON XXXYII. 

VERBS — CORRECT FORMS. 

1. The following verbs should receive special study: 



Present. 


Present 
Participle. 


Past 
Tense. 


Past 
Participle 


\ lie, 


lying. 


lay. 


lain ; 


' 1 Jay, 


laying. 


laid, 


laid ; 


j sit, 


sitting. 


sat, 


sat; 


1 set. 


setting. 


set. 


set; 


j rise. 


rising, 


rose. 


risen ; 


( raise, 


raising. 


raised. 


raised. 



The first verb of each of the above pairs is intransitive, and can- 
not be used with an object nor in the passive voice. The second verb 
of each pair is transitive, and can be used only with an object or in 
the passive voice. Set, when applied to the sun, or meaning to set 
out on a journey, is intransitive. 

2. In the following sentences the preceding verbs are 
used correctly : 

1. After the game, ihe ball-players lay down to rest. 

2. The pupil laid his book on the table, and there it still lies. 

3. The foundation stones were laid in cement. 

4. Set the basket down and sit on that chair. 

5. The girls are sitting on the porch, looking at the setting 

sun. 

6. The workmen raised the bridge before the river rose. 

7. Rising from his chair, and raising his right arm, the 

orator began to speak. 



HOENSHEL'S ENGLISH GRAMMAR. 189 

3. Fill each of these blanks with the proper form of 
one of the verbs in the first pair given in paragraph 1 : 

1. The book was on the table. Yes, I it there. 

Well, let it . 

2. The sick man has on his bed a long time. 

3. What plans are you now ? 

4. Have they their burdens down? 

5. I remember when the corner-stone was . 

6. here, and your head on the pillow. 

4. Fill these blanks with the proper forms of the 

verbs mentioned in paragraph 1 : 

1. Mary, you may the table. 

3. William is by the stove, but Samuel is the old 

hen. 

3. The traveler rose early, and out at six o'clock. 

4. Your coat well. 

5. yourself down and still. 

6. The creek is (rising, raising), and the men are (rising, 

raising) that old house. 

7. We found the knife in the road. 

8. Much laud has been waste by the high water. 

9. The trial was (set, sat) for next Monday. 

10. After fighting all day, the soldiers down on the 

gronnd to sleep. 

5. Use each of these words in a sentence : 



lie 


lies 


lying 


lain 


lay 


lays 


laying 


laid 


sit 


sits 


sitting 


sat 


set 


sets 


setting 


rises 


raises 


rose 


raised 


rising 



190 HOENSHEL'S ENGLISH GRAMMAR. 

LESSOR XXXYIII. 

CORRECT FORMS — Continued. 

1. The past tense is never used with an auxiliary 
verb, and the past participle is never used without an 
auxiliary (sometimes not expressed). 

2. Choose the right word, and give reasons : 

1. He (done, did) it. 

2. I (seen, saw) him. 

3. Have you ever (saw, seen) a giraffe? 

4. Has he (wrote, written) the letter? 

5. The letter (wrote, written) yesterday was mailed to-day. 

(That was is understood.) 

6. Has the messenger (come, came) yet ? 

7. The storm soon (began, begun). 

8. The boy said his book was (tore, torn). 

9. Some of our best apples were (stole, stolen). 

10. I (knowed, knew) him as soon as I (saw, seen) him. 

1 1. The train had ( gone, went ) an hour before I (come, came). 

12. This work cannot be (did, done) in one day. 

13. She (ought, had ought) to go. (As the verb ought has 

no past participle, it cannot be used with an auxiliary.) 

14. He was (chose, chosen) umpire of the game. 

15. The tune was (sung, sang) well. 

16. That witness has surely (swore, sworn) falsely. 

3. Select the right verbs, and give reasons: 

1. I (think, guess, expect, suppose) that he is sick. 

2. (Guess, think) how many grains are on this ear of corn. 

3. Will you (learn, teach) me to skate? 

4. Mother, I will (go, come) to see you next week. 

5. Try (and, to) learn your lesson. 

6. I (expect, think) he has gone to Europe. 



HOENSHEL' S ENGLISH GRAMMAR. 191 

7. I expected (to be, to have been) in New York by this time. 

8. He (don't, doesn't) believe in hypnotism. 

Kemember that don't can be used only as a contraction for do not^ 

4. Use the past tense and past participle of each of 
these verbs in a sentence : 



blow 


throw 


see 


do 


go 


ride 


eat 


come 


break 


begin 


draw 


fly 


know 


sing 


swim 


take 



LESSON XXXIX. 

VERBS — CONJUGATION. 

1. The conjugation of a verb is the orderly arrange- 
ment of its voices, modes, tenses, persons, and numbers. 

2. The auxiliaries can, may, shall, and will have 
forms for the past : could, might, should, and would. 

These forms are said by grammarians to be in the past tense, but 
they do not express past time. Tense does not always mean, 
time. 

3. On the following pages will be found the conju- 
gation of the verb to be."^ 

INDICATIVE MODE. 

PRESENT TENSE. 
Singular. Plural. 

1. I am, 1. We are, 

2. You are, 2. You are, 

3. He is ; 3. They are. 

* There is a tendency in many schools to neglect the study of conjugation. 
Probably this is the reason why so many students (and many teachers, too) can- 
not parse a verb correctly. Conjugations should be studied until the pupil can 
give any voice, mode, or tense called for. 



192 



HOENSHEL'S ENGLISH ORAMMAB. 



1. I have been, 

2. You have been, 

3. He has been, or hath been ; 



PRESENT-PERFECT TENSE. 

1. We have been, 



2. You have been, 

3. They have been. 



Singular'. 

1. 1 w^as, 

2. You were, 
5. He was ; 



1. I had been, 

2. You had been, 

3. He had been ; 



1. I shall be, 
■2. You will be, 
3. He will be ; 



PAST TENSE. 

Plural. 

1. We were, 

2. You were, 

3. They were. 

PAST-PERFECT TENSE. 

1. We had been, 

2. You had been, 

3. They had been. 

FUTURE TENSE. 

1. AVe shall be. 

2. You will be, 

3. They will be. 



FUTURE PKRFECT TENSE. 

1. 1 shall have been, 1. We shall have been, 

2. You will have been, 2. You will have been, 

3. He will have been ; 3. They will have been. 



1. If 1 be, 

2. If you be, 

3. If he be ; 

1. If I were, 

2. If you were, 

3. If he were ; 



Singular. 

1. I may be, 

2. You may be, 

3. He may be ; 



SUBJUNCTIVE MODE. 

PRESENT TENSE. 

1. If we be, 

2. ]f you be, 

3. If they be. 

PAST TENSE. 

1. If we were, 

2. If you were, 

3. If they were 

POTENTIAL MODE. 

PRESENT TENSE. 

Flui^al. 

1. We may be, 

2. You may be, 

3. They may be. 



HOENSHEL' S ENGLISH GRAMMAR. 193 

PRESENT-PERFECT TENSE. 

1. I may have been, 1. We may have been, 

2. You may have been, 2. You may have been, 

3. He may have been ; 3. They may have been. 

PAST TENSE. 

1. I might be, 1. We might be, 

2. You might be, 2. You might be, 

3. He might be; 3. They might be. 

PAST-PERFECT TENSE. 

1. I might have been, 1. We might have been, 

2. You might have been, 2. You might have been, 

3. He might have been ; 3. They might have been. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be, or do thou be ; 2. Be, or do ye or you be. 

INFINITIVES. 

Present, To be. Present- Perfect, To have been. 

PARTICIPLES. 

Present, Being. Past, Been. Past-Perfect, Having been. 

4. In the study of conjugation it should be observed 
that — 

1. In the formation of the futures, we have two auxiliaries, 
shall and will. For the expression of simple futurity, 
we use shall in the first person, and will in the second 
and third persons, as given in the table. On the other 
hand, by using will in the first person, and shall in the 
second and third persons, we express the various ideas 
of promise, command, obligation, etc. Thus: "I will 
be there" expresses a promise. "Thou shalt love the 
Lord thy God" is a command. '• He shall do it" (/. e., 
I will make him) expresses obligation or necessity. 



194 HOENSHEL' S ENGLISH GRAMMAR. 

3. The singular form, thou art, etc., is now used only in 
acts of worship, or on other solemn occasions. In or- 
dinary discourse, in addressing one person, we say you 
are, you were, etc., the meaning being singular, but 
the form plural. 

3. In the third person, the subject of the verb may be any 

of the personal pronouns, he, she, it, any of the rela- 
tive pronouns, who, which, what, that, etc., or any 
noun. For convenience of recitation, only one subject 
is inserted. 

4. In the potential mode the auxiliary may be — 

In the present tense, may, can, or must; 

In the past tense, might, could, would, or should ; 

In the present-perfect tense, may have, can have, or 

must have ; 
In the past-perfect tense, might have, could have, 

would have, or should have. 



LESSON XL. 

VERBS — CONJUGATION — Continued. 
1. Conjugation of the verb Love, in the Active Voice. 
INDICATIVE MODE. 

PKESENT TENSE. 

Singular. Plural. 

1. I love, 1. We love, 

2. You love, 2. You love, 

3. He loves ; 3. They love. 

PRESENT-PERFECT TENSE. 

Singular. Plural. 

1. I have loved, 1. We have loved, 

2. You have loved, 2. You have loved, 

3. He has loved ; 3. They have loved. 



HOENSHEL'S ENGLISH GRAMMAR. 



195 



1. I loved, 

2. You loved, 

3. He loved ; 



1. 1 had loved, 

2. You had loved, 

3. He had loved ; 



1. I shall love, 

2. Y"ou will love, 

3. He will love ; 



PAST TENSE. 

1. We loved, 

2. You loved, 

3. They loved. 

P AST-PERFECT TENSE. 

1. We had loved, 

2. Y"ou had loved,. 

3. They .had loved. 

FUTURE TENSE. 

1. We shall love, 

2. Y"ou will love, 

3. They will love. 



FUTURE-PERFECT TENSE. 

1. I shall have loved, 1. We shall have loved, 

2. You will have loved, 2. Y"ou will have loved, 

3. He will have loved ; 3. They will have loved. 

SUBJUNCTIVE MODE. 



1. If I love, 

2. If you love, 

3. If he love ; 



PRESENT TENSE. 

1 . If we love, 

2. If you love, 

3. If they love. 



1. I may love, 

2. Y"ou may love, 

3. He may love ; 



POTENTIAL MODE. 

PRESENT TENSE. 

1. We may love, 

2. Y^ou may love, 

3. They may love. 



PRESENT-PERFECT TENSE. 

1. I may have loved, 1. We may have loved, 

2. Y^ou may have loved, 2. You may have loved, 

3. He may have loved ; 3. They may have loved. 



1. I might love, 

2. You might love, 

3. He might love ; 



PAST TENSE. 

1. We might love, 



2. Y'ou might love, 

3. They might love. 



196 nOENSUEL' S ENGLISH GRAMMAR. 

PAST-PERFECT TENSE. 

1. I might have loved, 1. We might have loved, 

2. You might have loved, 2. You might have loved, 

3. He might have loved ; 3. They might have loved. 

IMPERATIVE MODE. 

PRESENT TENSE. 

Singula?\ Plural. 

2. Love, 01" love thou. 2. Love, 6>r love you. 

INFINITIVES. 

Present, To love. Present- Perfect, To have loved. 

PARTICIPLES. 

Present, Loving. Past, Loved. Past-Perfect, Having loved. 

2. Conjugation of the verb Love in the Passive 

Voice. 

INDICATIVE MODE. 

PRESENT TENSE. 

Singular. Plural. 

1. I am loved, 1. We are loved, 

2. You are loved, 2. You are loved, 

3. He is loved ; 3. They are loved. 

PRESENT-PERFECT TENSE. 

1. I have been loved, 1. W^e have been loved, 

2. You have been loved, 2. You have been loved, « 

3. He has been loved ; 3. They have been loved. 

PAST TENSE. 

1. I was loved, 1. We were loved, 

2. You were loved, 2. You were loved, 

3. He was loved ; 3. They were loved. 

PAST-PERFECT TENSE. 

1. I had been loved, 1. We had been loved, 

2. You had been loved, 2. You had been loved, 

3. He had been loved ; 3. They had been loved. 



HOENSHEL' S ENGLISH GRAMMAR. 197 

FUTURE TENSE. 

1. I shall be loved, 1. We shall be loved, 

2. You will be loved, 2. You will be loved, 

3. He will be loved; 3. They will be loved. 

FUTURE-PERFECT TENSE. 

1. I shall have been loved, 1. We shall have been loved, 

2. You will have been loved, 2. You will have been loved, 

3. He will have been loved ; 3. They will have been loved. 

SUBJUNCTIVE MODE. 

PRESENT TENSE. 

1. If I be loved, 1. If we be loved, 

2. If you be loved, 2. If you be loved, 

3. If he be loved; 2. If they be loved. 

PAST TENSE. 

1. If I were loved, or were I loved; 1. If we were loved, 

2. If you were loved, or were you loved ; 2. If you were loved, 

3. If he were loved, or were he loved. 3. If they were loved. 

POTENTIAL MODE. 

PRESENT TENSE. 

1. I may be loved, 1. We may be loved, 

2. You may be loved, 2. You may be loved, 

3. He may be loved ; 3. They may be loved. 

PRESENT-PERFECT TENSE. 

1. I may have been loved, 1. We may have been loved, 

2. You may have been loved, 2. You may have been loved, 

3. He may have been loved ; 3. They may have been loved. 

PAST TENSE. 

1. I might be loved, 1. We might be loved, 

2. You might be loved, 2. You might be loved, 

3. He might be loved ; 3. They might be loved. 

PAST-PERFECT TENSE. 

1. I might have been loved, 1. We might have been loved, 

2. You might have been loved, 2. You might have been loved, 

3. He might have been loved ; 3. They might have been loved. 



198 HOENSHEL'S ENGLISH GRAMMAR. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be loved, or be thou loved. 2. Be loved, or be you loved. 

INFINITIVES. 

Present, To be loved. Present- Perfect, To have been loved. 

PARTICIPLES. 

Present. Perfect. Past- Perfect. 

Bei'ag loved. Loved. Having been loved. 

3. The synopsis of a verb is tlie orderly arrangenient 
of its voices, modes, and tenses in one person and num- 
ber (usually the first person, singular). 

4. The conjugations already given are of the Com- 
mon Form. There are two other forms : the Progress- 
ive and the Emphatic. 

5. The Progressive Form of the verb is that which 
represents the action as in grogress ; as, "I am writing." 

1. The Progressive Form of any verb is made by placing 

before its present participle the various modes, tenses, 
persons, and numbers of the verb to be. 

2. Since the progressive form always ends with the present 

participle and the passive always ends with the past 
participle, it follows that the progressive form is always 
in the active voice. 

6. The Emphatic Form of the verb is that in which 
the assertion is expressed with emphasis; as, "I do 

write." 

1. The Emphatic Form is made by prefixing the present or 

past tense of do to the simple form of the verb. 

2. This form is used in the present and past Indicative, and 

the present subjunctive, active voice, and in the im- 
perative, both active and passive. 
B. The emphatic form is often used in asking questions ; as, 
"Does he write? " 



HOENSIIEL' 8 ENGLISH GRAMMAR. 199^ 



LESSON XLI. 

VERBS.— REVIEW. 

1. Write a synopsis of the verb see, progressive form. 

2. Write a synopsis of the verb see, emphatic form. 

3. Write the conjugation of choose, active voice, 
common form. 

4. Write the conjugation of choose, passive voice, 
common form. 



LESSON XLII 

VERBS.— REVIEW. 



Write a sentence having a verb in the — - 

1. Active, indicative, present-perfect. 

2. Active, indicative, future-perfect. 

3. Passive, indicative, past-perfect. 

4. Passive, indicative, past. 

5. Active, potential, past. 

6. Active, potential, past-perfect. 

7. Active, potential, present-perfect. 

8. Passive, potential, past. 

9. Passive, potential, present. 

10. Active, imperative. 

11. Passive, imperative. 

13. Active, subjunctive, present. 

13. Passive, subjunctive, present. 

14. Passive, subjunctive, past. 

15. Active, indicative, past, progressive form. 

16. Active, indicative, present, emphatic form. 

17. Active, potential, past, progressive form. 

18. Active, indicative, present-perfect, progressive form. 

19. Active, imperative, progressive form. 



200 H0EN8HEL' S ENGLISH GRAMMAR. 

LESSON XLIII. 

VERBS — INFINITIVES. 

1. The Infinitive is that form of tlie verb which ex- 
presses action or being without affirming it ; as, to 
write, to have written; to exist. 

2. The following are the infinitives of the verb see*. 

Present. Present-Perfect. 

Active : to see, to have seen. 

Passive : to be seen, to have been seen. 

The infinitive has the progressive forms to be seeing and to have 
been seeing-. 

Of course, an intransitive verb has but the two active infinitives. 

The names present and present-perfect do not have reference to 
the time expressed by the infinitive, but to its form. The time de- 
pends on the finite verb of the sentence. 

. The sign of the infinitive is to. This sign is omitted after the 
verbs bid, dare, feel, hear, help, let, make, see, and some others ; 
as, "Let him come." "See the birds fly." When to is omitted it 
should be supplied in parsing. 

3. The infinitive is used as a noun, an adjective, or 
an adverb. 

4. The following is the order for parsing an infinitive : 

1. "To work is not always pleasant." To work is a verb, 

regular, intransitive, active; infinitive, present; it has 
the construction of a noun, nominative, subject of the 
verb is. 

2. "The lesson tro be learned was very difficult." To be 

learned is a verb, regular, transitive, passive; infin- 
itive, present ; it has the construction of an adjective, 
modifying lesson. 



HOENSHEL'8 ENGLISH GRAMMAR. 201 

3. "He went to school to study grammar." To study is 
a verb, regular, transitive, active ; infinitive, present ; 
It has the construction of an adverb, modifying went. 
Construction means the same as office. 

5. In the following sentences the infinitive has tlie 
construction of a noun : 

1. As subject : 

a. To learn requires application. 
h. To climb trees is dangerous. 

2. As object of verb : 

a. 1 like to walk. 

h. The thief desires to escape. 

3. As attribute complement: 

a. To see is to believe. 
h. To study is to learn. 

4. In apposition with subject : 

a. It is useless to inquire. 

h. It is a sin to speak deceitfully. 

5. As object of a preposition : 

a. I was about to write.* 

h. They had no choice but to go. 

6. In the following sentences the infinitive has the 
construction of an adjective : 

1. jSTot used in the predicate : 

a. Flee from the wrath to come. 
h. Leaves have their time to fall. 

2. Used in the predicate (attribute complement) : 

a. The house is to be sold. 

h. The governor's authority is to be supported. 

7. In the following sentences the infinitive has the 
construction of an adverb : 

1. Modifying a verb : 

a. Music was ordained to refresh, the mind. 
h. They fought to defend their country. 

*In such sentences, about may be called an adjective, meaning nearly the 
same as ready or prepared. The infinitive, then, would have the construction 
of an adverb, modifying about. 



202 HOENSHEL' 8 ENGLISH GRAMMAR. 

2. Modifying an adjective : 

a. These apples are good to eat. 

b. The industrious boy is anxious to work. 

3. Modifying an adverb : 

a. He is too young to enlist (modifies too). 

b. It is ripe enough to eat. ( To eat modifies enough. 

Enough is an adverb modifying ripe.) 

8. Parse the infinitives in all of the preceding sen- 
tences marked a. 

A model for written parsing can easily be arranged by teacher or 
pupil. 

9. Write the infinitives of these verbs : 

lie, sit, choose, tear, do. 



LESSON XLIV. 

INFINITIVES — Continued. 

1. Point out the infinitives in these sentences, and 
give the construction of each : 

1. They had the good fortune to escape. 

2. The student has a license to preach. 

3. The cuckoo tried to steal the nest. 

4. She is sad to see her sister failing. 

5. I have come to hear you sing. 

6. You have a problem to solve. 

7. I am prepared to hear you. 

8. You were kind enough to aid. 

9. These men were sent to rule a distant province. 

10. He is old enough to vote. 

11. The pupil forgot to study his lesson. 

12. Not to save my right hand would I do it. 

13. 1 come not here to talk. 



HOENSIIEL' 8 ENGLISH GRAMMAR. 203 

14. It is useless to inquire. 
V^ to inquire. 



It ( 



) is — useless 



15. To obey is better than to be punished. 

16. It is better to strive for the right than to rail at the 

wrong (is good). 

17. To hesitate is to be lost. 

18. To rob a caravan is a crime, but to steal a continent is 

glory. 

19. Everyone should strive to be an ornament to his profes- 

sion. 

20. One stumble is enough to deface the character of an 

honorable life. 



2. Diagram the preceding sentences. 



LESSON XLY. 

INFINITIVES — Continued. 

1. Usually no word should come between to and 
the verb; thus, "to rapidly walk" should be "to walk 
rapidly." 

Some good authors do not hesitate to disobey the above rule. 

2. The present-perfect infinitive should not be used 
after verbs of wishing, expecting, etc. We should 
not say "He wished to have gone," but "He wished 
to go." 

3. Write a sentence having — 

1. An infinitive, present, active. 

2. An infinitive, present, passive. ^ 



^04 IIOENSHEL' S ENGLISH GRAMMAR. 

3. An infiQitive, present-perfect, active. 

4. An infinitive, present-perfect, passive. 

5. An infinitive without to. 

4. Write a sentence having an infinitive w\{\\ the con- 

rstruction of — 

1. An adjective, not in the predicate. 

2. An adjective, in the predicate. 

3. A noun, subject. 

4. A noun, object. 

5. A noun, attribute complement. 

6. A noun, object of a preposition. 

7. A noun, in apposition with subject. 

8. An adverb, modifying a verb. 

9. An adverb, modifying an adjective. 
10. An adverb, modifying an adverb. 



LESSON XLYI. 

VERBS — PARTICIPLE. 

1. A Participle is a word derived from a verb, par- 
taking of tlie properties of a verb and of an adjective 
or a noun. 

2. There are three participles : the Present, the Past, 
and the Past-Perfect. 

The Past is sometimes called the Perfect, and the Past-Perfect is 
sometimes called the Compound Participle. 

3. The following are the participles of the transitive 
verb see : 

Present. 
Active : seeing, 
Passive : being seen, 

An intransitive verb has only the three active participles. 



Past. 


Past- Perfect. 


seen. 


having seen. 


seen, 


having been seen. 



HOENSHEL'S ENGLISH GRAMMAR. 205- 

Sorae grammarians do not consider the past participle in the active- 
voice a separate participle, because it has the same form as the past 
participle in the passive voice. While it is true that they have the 
same form, there is often quite a difference in meaning. 

The active participle is used with an auxiliary in forming many of 
the tenses in the active voice; thus, in "I have seen the parade," 
have Is the auxiliary and seen is the past participle, active. In "I 
have been seen," have been is the auxiliary and seen is the past 
participle, passive. In "The animal seen on the mountain was a 
bear," seen is the past participle, passive. 

4. Write all the participles of these verbs : 

write, choose, walk, go, do, try, sit. 

5. A participle alw.ays has the construction of an 

adjective or a noun. 

No word is a participle unless it can be derived from a verb ; thus,. 
in "He was unknown in the community," unknown is not a partici- 
ple, because there is no verb unknow from which it can be derived. 

6. The following is the order for parsing a participle : 

1. "The lesson learned yesterday was not recited." Learned 

is a verb, regular, transitive, passive; participle, past;. 
it has the construction of an adjective, and modifies 
lesson. 

2. "By learning the lesson he won the approval of his 

teacher." Learning- is a verb, regular, transitive,, 
active ; participle, present ; it has the construction of a 
noun, the object of the preposition by. 

7. In the following sentences the participle has the 
construction of an adjective: 

1. Not used in the predicate : 

a. Wealth obtained dishonestly soon disappears. 

b. Having- walked a long distance, the soldier is tired. 

c. The policeman found the criminal concealed in the 

bushes. 



206 H0EN8HEL' S ENGLISH GRAMMAR. 

2. Used as attribute complement : 

a. Truth lies wrapped up aud hidden in a well. 

h. Cincinnatus was found plowing. 

c. The general lay wounded on the field. 

8. In the following sentences the participle has the 
-construction of a nonn : 

1. In the nominative ease : 

a. Riding a bicycle is good exercise. 

h. This reminding me of your kindness is reproving 

me. 
c. My admitting the fact will not affect the argument. 

2. In the objective case : 

a. We obtain information by reading good books. 
h. Light minds undertake many things without com- 
pleting them. 
c. He could not resist taking the apple. 

9. Parse the participles in the preceding sentences. 



LESSON XLVII. 

PARTICIPLES — Continued. 

1. Point out the participles in these sentences, and 
;ive the construction of each: 

1. Pardon my asking if you like to read. 

2. Avoid keeping company with the depraved. 

3. The Indians ran screaming in pursuit. 

4. Many have amassed wealth by living economically. 

5. Attempting much and doing little is a common cause of 

failure. 

6. Pocahontas was married to an Englishman named John 

Rolfe. 

7. The philosopher sat buried in thought. 

8. Instead of reasoning more forcibly, he talked more loudly. 

9. Our united efforts could not prevent his going. 



HOENSUEL'S ENGLISH GRAMMAR. 207 

10. He spent hours in correcting and polishing a single couplet. 

11. Nature is best conquered by obeying her. 

12. The child stood weeping. ( Weeping has the construction 

of an adjective in the predicate.) 

13. The pardon of the governor prevented his being hung. 

14. God's balance, watched by angels, is hung across the sky. 

15. The letter written yesterday has been mailed. 

2. Participles are often placed before nouns to de- 
scribe some condition or characteristic. They then 
become simple adjectives. 

1. The engineer, injured in the wreck, was taken home. 

(Participle.) 

2. The injured man was taken away. (Adjective.) 

3. The horse, running rapidly, soon reached the opposite 

side of the field. (Participle.) 

4. The running- horse was soon captured. (Adjective.) 

3. Use each of these words in two sentences: jfirst, 
as an adjective; second, as a participle. 

wounded, chosen, stolen, rippling, winding, falling, polished, 
sworn. 



LESSON XLYIII. 

1. Notice these diagrams : 
1. The soldier lay wounded. 

V^ wounded. 



soldier | lay — 



I The 

We should avoid injuring the feelings of others. 
We I should avoid 

V ^ injuring 

feelings. 



Injuring- is a participle, with the construction of a noun, and is 
the object of should avoid. Feelings is the object of injuring. 



208 



H0EN8HEL' S ENGLISH GRAMMAR. 



3. Your writing that letter so neatly secured the situation. 
\ ^ writing | secured 

situation. 



Your 



I letter 
neatly 



The diagram shows that writing is the subject of secured, and 
has letter for its object. 

4. We can improve our minds by reading good books. 



^ reading 



books. 



Reading" is a participle used as the object of by, and books is 
the object of reading. 

5. The pardon of the governor prevented his being hung, 
pardon | prevented 

\ ^ being hung. 

i his 



Being hung is the participle, with the construction of a noun, 
object of prevented. 

6. Pardon my asking if you like to read. 

\^to read. 



you I i like 



X 



Pardon 



asking 
I my 



2. Diagram the sentences in paragraph 1, lesson 
XLYII. 



EOENSHEL' 8 ENGLISH GRAMMAR. 209 

LESSON XLIX. 
PARTICIPLES — Continued. 

1. Write a sentence having a participle — 

1. With the construction of a noun, subject. 

2. With the construction of a noun, object of a verb. 

3. With the construction of a noun, object of a preposition. 

4. With the construction of a noun, object of a verb, and 

having an object. 

5. With the construction of a noun, subject, and having an 

object. 

6. With the construction of an adjective, not attribute com- 

plement. 

7. With the construction of an adjective, attribute comple- 

ment. 

2. Diagram the sentences you have written. 



LESSON L. 

INFINITIVES AND PARTICIPLES.— REVIEW. 

1. Parse the infinitives and participles in these sen- 
tences : 

1. Learn to labor and to wait. 

3. It is impossible to advance rapidly. 

3. He dislikes being falsely accused. 

4. John Browu's body lies mouldering in the tomb. 

5. We expected him to come. (The object of expected is 

him to come. To come has the construction of an 
adjective, modifying him.) 

6. I know him to be an honest man. 

7. I was opposed to his teaching the class. 

8. I heard him reproved. (Him is not the object of heard.) 



210 HO EN SHE U S ENGLISH GRAMMAR. 

9. I heard him recite the lesson. 
10. He is to be blamed for keeping us waiting so long. 

V^ to be blamed us 



He I 



keeping 



VXX waiting 
long. 



To be is understood before waiting', forming the progressive form 
of the present infinitive. 

11. His having failed is not surprising. 

12. His desire to teach is gratified. 

2. Diagram the preceding sentences. 



LESSON LI. 

INFINITIVES AND PARTICIPLES.— REVIEW. 

Analyze and diagram these sentences: 

1. It is not always easy to make ourselves what we wish 
to be. 

3. Many persons think it is not wrong to lie to escape pun- 
ishment. 

3. We are commanded to love our enemies. 

4. I know how to write a letter. 

5. To obey is better than to be punished. 

6. Hope comes with smiles the hour of pain to cheer. 

7. We could feel the earth tremble beneath our feet. 

8. By doing nothing, we learn to do ill. 

9. He soon began to be weary of having nothing to do. 

10. By endeavoring to please all, we fail to please any. 

11. The teacher being sick, school was dismissed. 

school I was dismissed. 

teacher 

I The V ^ being — sick 

The phrase, teacher being sick, has no connection with the sen- 
tence. Teacher is the nominative case (nominative absolute). 



BOEXSHEL'S ENGLISH GRAMMAB. 211 

12. The jury having been sworn, the trial proceeded. 

13. Our lessons having been recited, we came home. 

14. Having recited our lessons, we came home. 

15. Hope deferred maketh the heart sick. 

16. The rain having ceased, we savy a rainbow. 

17. To see yon here on such a day surprises me. 



LESSON LII. 

ADVERBS — CLASSIFICATION AND USE. 

1. An Adverb is a word used to modify a v^erb, an 
adjective, or an adverb. 

2. According to their ofiice in the sentence, adverbs 
are divided into three classes: Simple, Interrogative, 
and Conjunctive. / • 

3. A Simple Adverb simply modifies the word with 
which it is used ; as — * 

1. He reads well and writes very well. 

2. The mountain is exceedingly high. 

4. An Interrogative Adverb is one used in asking a 
question. 

5. A Conjunctive Adverb is one that modifies a word 
in a dependent clause, and also connects that clause 
with the independent clause. 

In the sentence, "I will recite when the time comes,*' when 
modifies conies and connects the adverb clause with will recite. 

The principal conjunctive adverbs are when, where, as, why, 
wherein, whereby, while, whenever, whereon, and than. 

It is evident that conjunctive adverbs are foundMn complex sen- 
tences. 



212 IIOENSHEL' S ENGLISH GRAMMAR. 

6. Such adverbs as surely, perhaps, certainly, 
yes, nay, no, and not are sometimes called Modal 
Adverbs. 

Notice that a modal adverb is not an adverb of manner. A modal 
adverb describes the manner of making the assertion, not the manner 
of performing the action. 

In " He will certainly come quickly," certainly is a modal adverb, 
describing the manner in which the assertion is made, and quickly 
is au adverb of manner, describing how the action will be performed. 

7. According to their meaning adverbs are divided 
as follows : 

1. Adverbs of Place ; as, where, here, etc. 

2. Adverbs of Time ; as, now, again, afterward, etc. 

3. Adverbs of Number; as, once, twice, secondly, thirdly. 

4. Adverbs of Manner ; as, how, well, so, etc. 

5. Adverbs of Degree ; as, very, too, much, etc. 

6. Adverbs of Cause ; as, why, wherefore, etc. 

7. Adverbs of Affirmation and Negation ; as. yes, no, yea, 

nay, etc. 

8. The only modification of adverbs is comparison. 
They have the same degrees as adjectives, but only ad- 
verbs of manner and degree can be compared. 

9. Classify the adverbs in these sentences according 
to use and according to meaning: 

1. Tarry till he comes. 

2. On my way hither, I saw her come forth. 

3. There were no other persons there.* 

4. They lived together very happily. 

5. How rapidly the moments fly ! 
G. Perchance you are the man. 

7. I have not seen him since I returned. 

8. Whither has he gone? 

9. How far that little candle throws its beams ! 

*The first there is not an adverb: it is simply an introductory word. 



HOENSHEL'S ENGLISH GRAMMAR. 213 

10. Slowly and sadly we laid him down. 

11. These scenes, once so delightful, no longer please him. 
13. Having duly arranged his affairs, he departed imme- 
diately. 

10. Many adverbs are composed of two or more 
words; as, by and by, one by one, at all. These 
may be called Phrase Adverbs. 

Notice the difference between a phrase adverb and an adverb 
phrase. 

11. Only one negative should be used in making a 

denial. 

"He has never done nothing" should be "He has never 
done anything," or " He has done nothing." 

12. Adverbs should not be used for adjectives, nor 
adjectives for adverbs. 

In the sentence, "The day is disagreeable cold," the adjective 
disagreeable is used instead of the adverb disagreeably. 

In "This pen does not write good," the adjective good is used 
instead of the adverb well. (Good, better, best is an adjective; 
well, better, best may be an adverb.) In "The queen feels badly," 
the adverb badly is used instead of the adjective bad. It does not 
tell the manner of feeling, but the condition of the queen. 

13. Some adjectives, when used in the predicate to 
express the condition of the subject, are incorrectly 
called adverbs. The following sentences are all cor- 
rect : 

1. She looks cold. 

2. Velvet feels smooth. 

3. He sat silent. 

4. The lady feels bad. 

5. The author stood bareheaded in the presence of the king. 
Bareheaded is an adjective, expressing the condition of author; 

it does not tell the manner in which he stood. 



214 • HOENSHEL' S ENOLISH GRAMMAR. 

LESSON LIU. 

ADVERBS — Continued. 

1. Correct where necessary, and give jour reasons 
for the changes : 

1. He stood silently and alone. 

2. Speak more distinctly. 

3. A miser never gives anything to nobody. 

4. How sweetly the music sounds. 

5. The sun shines brightly and the grass looks greenly. 

6. He feels very sadly about his loss. 

7. The teacher was tolerable well informed. 

8. The young lady looked beautifully, and she sang beautiful. 

9. We arrived at home safely and soundly, 

10. The bashful young man appeared very awkwardly. 

11. This apple looks well (good?) but It tastes bad. 

12. She dresses suitable to her station and means. 

13. I was exceeding glad to hear from you. 

14. The train doesn't wait for no one. 

15. The doctor said she would never be no better. 

16. Every man cannot afford to keep a coach. 

2. Choose the right word, and give reasons: 

1. He looked (glad, gladly) when his brother came. 

2. Lucy felt very (sad, sadly) when her friend died. 

3. The evening bells sound (sweet, sweetly ) and low. 

4. The eggs were boiled (soft, softly). 

5. The house was made (strong, strongly). 

6. Come (quick, quickly). 

7. The slaves were treated (harsh, harshly). 

8. The singer's voice seemed (harsh, harshly). 

9. The moon rose (clear, clearly). 

10. The house appears (comfortable, comfortably) and (pleas- 

ant, pleasantly.) 

11. The boy was dressed (comfortable, comfortably). 



EOENSHEL' S ENGLISH GRAMMAR. 215 

LESSON LIV. 
ADVERBS — Continued. 

1. Adverbs slionld be placed where there can be no 
doubt as to what they are intended to modify. Notice 
these sentences, and explain the meaning of each : 

1. Only the address can be written on this side. 

2. The address can only be written on this side. 

3. The address can be written on this side only. 

2. Improve the location of the adverb in these sen- 
tences : 

1. We only recite three lessons a day. 

2. All men are not educated. 

3. All that glitters is not gold. 

4. Two young ladies came to the party nearly dressed alike. 

5. Such prices are only paid in times of great scarcity. 

6. Corn should be generally planted in April or May. 

7. No man has ever so much that he does not want more. 

8. 1 shall be glad to see you always. 

9. The work will be never completed. 

10. Having nearly lost a thousand dollars by the transaction, 

I cannot afford to venture again. 

11. The secretary was expected to resign daily. 

12. He nearly walked ten miles. 

13. I only bring forward a few things. 

14. We merely speak of ourselves. 

15. The Chinese chiefly live upon rice. 

16. I only ate one apple to-day. 

3. Write three sentences, each containing — 

1. A modal adverb, 

2. An adverb of manner. 

3. A conjunctive adverb. 

4. A phrase adverb. 

5. An adverb phrase. 



216 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON LV. 

PREPOSITIONS. 

1. A Preposition is a word that shows the relatioD of 
its object to some other word in the sentence. 

Some prepositions are composed of two or three words; as, on 
account of, by means of, from under, etc. 

Prepositions are sometimes used as part of a verb; as, "He was 
laughed at." "This matter must be attended to." Such verbs are 
called Compound Verbs. 

Some words, originally participles, are sometimes prepositions; as, 
concerning, regarding, respecting. 

2. The object of a preposition may be a word, phrase, 
or clause. 

1. The Esquimaux live in huts made of snow. 

2. He is about to return. 

3. The wind had ceased before the rain began to fall. 

( Some authors call before a conjunctive adverb in this 
sentence. ) 

3. When a preposition has no object, it becomes either 
an adverb or an adjective; as — 

1. The days are passing by. (Adverb ) 

2. The sentence above is correct. (Adjective.) 

4. The preposition usually precedes its object. 

When the object is the relative that, it always precedes the prep- 
osition ; as, " This is the man that I spoke to." 

Frequently in interrogative sentences the preposition is placed at 
the end of the sentence; as, "What are we coming to?" "Whom 
did he give it to-?" This form is much better than "To what are we 
coming?" or "To whom did he give it?" 

We have many other examples of good English in which the prepo- 



HOENSHEL' S Ey^GLISII GRAMMAR. 217 

sitioii is placed at the end; as, A house to live in : A subject to think 
about ; A practice which no one objected to. 

From the preceding it will be seen that the statement frequently 
made. "A preposition should never be used at the end of a sentence." 
is not sanctioned by good English. 

5. Care must be taken to use appropriate prepositions. 

Between refers to two objects, aud among refers to more than 
two objects. 

Observe the difference in meaning between in and into. "He 
walks into the house" means that he walks from the outside into 
the .inside. "He walks in the house" means that he is in the house, 
walking around. 

In some grammars a long list of words is given, arranged alpha- 
betically, each word followed by a preposition supposed to be appro- 
priate ; but as the same word may have more than one appropriate 
preposition, and as the selection of the proper one depends on the 
meaning intended to be conveyed, it seems to me that the only way 
to learn to use prepositions correctly is to observe good writers and 
speakers. 

6. Correct the errors in these sentences : 

1. The sultry evening was followed with a heavy frost. 

2. He fell from the bridge in the water. 

3. Our government is based in the rights of the people. 

4. He was accused, with robbery. 

5. This work is different to that. 

6. There is a constant rivalry between these four railroads. 

7. Divide the apples among the two girls. 

8. He was eager of studying grammar. 

9. He was desirous for studying Latin. 

10. Battles are fought with other weapons besides popguns. 

11. The band was followed with a large crowd. 

12. Raise your book (off, of, off of) the table. 

7. Fill each of these blanks with a proper preposition : 

1. He poured the water the barrel. 

2. We saw you the concert. 

3. The prisoner is accused stealing a horse. 

4. You may rely - — — what I say. 



218 HOENSHEUS ENGLISH GRAMMAR. 

5. The forests abound wild animals. 

6. There is much need preparation. 

7. The man died consumption. (Use of between the 

verb die and the name of the disease.) 

8. The soil is adapted corn. 

9. The merchant is in want money. 

10. He stays school late. 



LESSON LYI. 

1. A Conjunction is a word used to connect words, 
phrases, and clauses. 

Sometimes a conjunction is used simply as an introductory word. 
In "He went out as captain," as is not a connective. Sometimes a 
conjunction is introductory to an entire sentence, but in such cases a 
preceding clause is often understood. 

Some conjunctions are composed of two or more words; as, as if, 
as well as, in order that, etc. 

2. According to their use conjunctions are divided 
into two classes : Co-ordinate and Subordinate. 

3. A Coordinate Conjunction is one that connects 
elements of equal rank. 

1. Copulatives simply couple or join; as, both, and, 

moreover, etc. 
3. Alternatives (disjunctives) denote separation, or a 

choice between two; as, or, either, neither, nor, etc. 

3. Adversatives denote something opposed or adverse to 

what has been said ; as but, still, yet, however, not- 
withstanding, etc. 

4. Illatives denote effect or consequence; as, therefore, 

wherefore, hence, consequently, accordingly, 
thus, so that, then, etc. 



HOENISHEL' S ENGLISH GRAMMAR. 219 

4. The words, phrases, or clauses connected b}' a co- 
ordinate conjunction should be similar in form. 

1. He is good and wise; not, He is good and full of wisdom. 

2. He came cheerfully and promptly ; not, He came cheer- 

fully and with promptness. 

3. Did they go skating or riding ? not. Did they go skating 

or to ride ? 

5. Improve these sentences: 

1. He did not remain to pray, but for scoffing. 

2. Like signs give plus, but unlike signs will produce minus. 

3. They lived together in peace and quietly. 

4. Thanking you for your kindness, and I hope to hear from 

you soon, I am yours truly. 

5. Great and full of power art Thou, O Lord ! 

6. Faithfully and with earnestness he tried to perform the 

task. 

6. A Subordinate Conjunction is one that connects 
elements of unequal rank. 

A subordinate conjunction is always found in a complex sentence, 
and joins the dependent clause to the independent clause. 

7. According to the meaning of the dependent 
clause, subordinate conjunctions are divided into those 

of — 

1. Time; as, as, while, until, since, etc. 

2. Reason or Cause ; as, because, for, since, as, inas- 

much as, etc. 

3. Condition or Supposition; as, if, provided, unless, 

except, notwithstanding, whether, etc. 

4. End or Purpose ; as, that, in order that, lest. 

5. Concession ; as, though, although. 

6. Comparison ; as, than. 

8. Write a sentence containing^ 

1. A copulative conjunction. 

2. An adversative conjunction. 



220 HOENSHEL'S ENGLISH GRAMMAR. 

3. An illative conjunction. 

4. Alternative conjunctions. 

5. A subordinate conjunction of time, 

6. A subordinate conjunction of purpose. 

7. A subordinate conjunction of concession. 



LESSON LYII. 

CORRELATIVES. 



1. Two conjunctions, a conjunction and an adverb, or 
two adverbs, are often used in pairs. Tliej are then 
called Correlatives. The following are the principal 
correlatives: 

Neither — nor. It neither rains nor snovs^s. 

Either — or. Either Spain or Cuba is to blame. 

Both — and. She both reads and writes. 

Though — yet. Though he was rich, yet he was a miser. 

As — as. He is as tall as I am. 

As — so. As he thinks, so he speaks. 

So — as. She is not so wise as her sister. 

So — that. The lesson is so long that I cannot get it. 

Whether — or. Whether he goes or remains is uncertain. 

Not only — but also. The climate is not only healthful, 
but also pleasant. 
As if, as well as, but likewise, notwithstanding that, and 
some other combinations, are not correlatives. They should be parsed 
as one word. 

2. Care should be taken to select appropriate correl- 
atives, and to place them where thev belong. 

Correct the following : 

1. He will neither go or send anyone. 

2. Nothing either strange nor interesting Occurred. 



HOENSHEL'S ENGLISH GRAMMAR. 221 

3. He was not OY\\y considered a statesman, but also an ora- 

tor. 

4. Both he works and plajs. 



works 

( ■■ a- 
\ ■■ o 
He 



i. plays. 



5. He not only visited New York, but also Philadelphia. 

6. Though he has a bad reputation, so I will trust him. 

7. He was as angry that he could not speak. 

8. Wood is not as durable as iron. ( So and as are the proper 

correlatives in negative sentences.) 

9. Is this so good as that ? 

10. He is not qualified for either teaching mathematics or 

language. 

11. I shall neither depend on you nor on him. 

12. Some nouns are either used in the singular or the plural. 

13. Gold is both found in California and Colorado. 

3. The Comparative Degree, and the words other, 
rather, else, and otherwise are generally followed 
by than. 

4. Examine these sentences : 

1. Gold is heavier, but not so useful, as iron. 

2. I never have and never will vote for such a man. 

The first sentence means "Gold is heavier as iron, but not so use- 
ful as iron." This is incorrect, because as should not follow the com- 
parative heavier. The sentence should read, "Gold is heavier than 
iron, but not so useful." 

The second sentence means "I never have vote and never will 
vote for such a man." This is incorrect, because the past participle 
voted should be used with have. The sentence should read, "I 
never have voted for such a man, and never will," 

5. Correct the errors in these sentences: 

1. February is not so long, but colder than March. 

2. February is colder, but not so long, as March. 

3. I always have, and always will be, an early riser. 



222 HOENSHEL'S ENGLISH GRAMMAR. 

4. He ought and will go this evening. • 

5. Napoleon could not do otherwise but to retreat. 

6. The visitor was no other but the Colonel. 

7. That house is preferable and cheaper than the other, 

8. Such behavior is nothing else except disgraceful. 

9. This is different but better than the old. 

10. The artist went and remained in Italy a year. 

6. Use each pair of the following correlatives in a 
sentence: 

both — and, either — or, neither — nor, 

whether — or, though — yet, so — that, 

as — as, as — so, so — as. 

such — as, not only — but also, 



LESSON LVIII. 

INTERJECTIONS.— REVIEW. 

1. An interjection is a word used to denote strong 
feeling or emotion. 

Interjections have no grammatical construction. 
Words from almost any other part of speech may become interjec- 
tions ; as, My stars I What ! Well ! 

O is generally used before words of address, and oh before words 
expressing emotion ; as — 

1. Great and manifold are thy works, O Lord I 
3. Oh ! how can 1 go ! 

2. Interjections are generally followed bj the excla- 
mation point. If the interjection does not express 
strong feeling, or if the feeling continues through the 
whole expression, a comma is usually placed after the 



HOENSHEL' S ENGLISH GRAMMAR. 223 

interjection, and the exclamation point is placed at the 
end. 

The exclamation point should not be used after 0. 

3. Analyze these sentences. Parse the adverbs and 
conjunctions: 

1. The fact that he is an American needs no proof. 

2. You cannot tell where he has gone. 

3. She did not go to school until she was ten years old. 

4. This is the time when snow falls. 

5. The bells rang and the whistles blew. 

6. Love is sunshine, but hate is shadow. 

7. Be wiser to-day than yesterday. 

8. Childhood shows the man, as morning shows the day. 

9. He is both wise and virtuous. 

(Both and should be taken together, and parsed as a strength- 
ened conjunction, connecting wise and virtuous.) 

4. Diagram the sentences in paragraph 3. 



LESSON LTX. 

ANALYSIS AND PARSING. 

Analyze these sentences, and parse the pronouns, 
verbs, participles, and infinitives: 

1. 1 dreamed that Greece might still be free. 

2. Write it on your heart, that every day is the best day in 

the year. 

3. That people are good in the main, is a true statement. 

4. Time misspent is not lived, but lost. 

^. For a time the Puritans kept unbroken the plan of a 
religious state. 

6. Good conversation is the most delightful method of gain- 
ing knowledge. 



224 nOENSHEL'S ENGLISH GRAMMAR. 

7. Life is a mission to go into every corner and reconquer this 

unhappy world for God. 

8. Men with no prejudice and a great brain are the men to 

govern the world. 

9. A man is shorter when he is walking than when at rest. 
Remember that when the comparative degree is followed by than 

the positive degree of the same word is either expressed or under- 
stood. 

10. If coal and the useful metals are found in any region, 

manufacturing interests will sooner or later be devel- 
oped. 

11. There are some schools whose course of study provides for 

but little study of English. 

12. When faith is lost, when honor dies, the man is dead. 

13. Recollect that trifles make perfection, and that perfection 

is no trifle. 

14. There is a tide in the affairs of men, which, taken at the 

flood, leads on to fortune. 

15. I slept, and dreamed that life was Beauty; 
I woke, and found that life was Duty. 

16. He who has a thousand friends hath not a friend to spare, 
And he who has oue enemy shall meet him everywhere. 

17. Happy is the nation that has no history. 

18. To live in hearts we leave behind is not to die. 

19. The truly wise man will so speak that no one will observe 

how he speaks. 

20. I supposed him to be her. 

21. Try to care for what is best in thought and action. 



LESSON LX. 

REVIEW. 



Correct tlie errors and anylize these sentences: 

1. We should be careful, because each of us has our influence. 

2. Every one of you is expected to write his own essay. 

(To write has the construction of an adjective used as 
attribute complement.) 



IIOENSHEL' S ENGLISH GRAMMAR. 225 

3. Us giiis are getting up a tennis club. 

4. Mathematics are very difficult for me. 

5. Most persons behave very good in church. 

6. Two thousand dollars were divided between the five heirs. 

7. My work is most done, and I am tired. (Use almost 

whenever nearly may be used in its place.) 

8. You will find me at home most any time. 

9. The invalid is some better this morning. (Use some- 

what; some is an adjective.) 

10. Plato believed that the soul was immortal. 

11. Columbus believed that the earth is round. 

1:3. Pleasantly rose, next morn, the sun, on the village of 
Grand Pre. 

13. Now is the winter of our discontent made glorious by the 

sun of York. 

1 4. A British and Yankee vessel were sailing side by side. 

15. No king was ever so much beloved by his subjects as King 

Edward. 

16. I have heard that story of yours many times. 

17. Of all other poets, Longfellow is my favorite. 

18. To dare is great, but to bear is greater. 

19. Sweet it is to have done the thing one ought. 

^ to have done 

i things 
one I ought j 



It { 



I XXX 

X 



) I is — sweet 



The infinitive to have done, with all its modifiers, is in apposi- 
tion with it. After ought, to have done which is understood. 

20. We always may be what we might have been. 

21. We are made happy by v^hat we are, not by what we have. 

22. Rich gifts wax poor when givers prove unkind. 

23. Honor or reputation are dearer than life. 

24. The house stood on rather a narrow strip of land. 

25. The remonstrance laid on the table. 

—15 



226 HOENSHEL' S ENGLISH GRAMMAR. 

LESSON LXI. 
Diagram the sentences in Lessons LIX and LX. 



LESSON LXII. 

WORDS AS DIFFERENT PARTS OF SPEECH. 

1. Since it is the use of a word in a sentence that de- 
termines its part of speech, it follows that many words 
may be used as different parts of speech. Above, for 
instance, can be used as four different parts of speech ; 

as — 

1. He lives above the bridge. (Preposition.) 

3. The eagle soars above. (Adverb.) 

3. The sentence above is correct. (Adjective.) 

4. It comes from above. (Noun.) 

2. Write a sentence using all — 

1. As an adjective. 

2. As an adjective pronoun. 

3. As an adverb. 

4. As a noun. ( I have lost my all.) 

3. Write a sentence using before — 

1. As a preposition. 

2. As an adverb. 

3. As a conjunctive adverb. 

4. Write a sentence using but — 

1. As a conjunction. 

2. As a preposition. 

3. As an adverb. 



HOENSHEL' S ENGLISH GEAMMAR. 227 



5. Write a sentence using fast — 

1. As a noun. 

2. As an adjective. 

3. As a verb. 

4. As an adverb. 

6. Write a sentence using since — 

1. As a preposition. 

2. As an adverb. 

7. Write a sentence using that — 

1. As an adjective. 

2. As an adjective pronoun. 

3. As a relative pronoun. 

4. As an introductory conjunction ( introducing a subordinate 

clause). 



8. Write a sentence using till 

1. As a noun. 

2. As a verb. 

3. As a conjunctive adverb. 



LESSON LXIII. 

PUNCTUATION. 



1. Notice the punctuation of these sentences: 

1. Washington, who was born in Virginia, was our first 

President. 

2. He was looking out of the window and, therefore, did not 

see me entering the room. 

3. "I will come," she said, "if I have time." 

In the first sentence the clause, who was born in Virginia, is 
parenthetical ; that is, it can be omitted, without spoiling the sense. 
The same is true of therefore, in the second sentence, and of she 
said, in the third sentence. 



228 HOENSHEL' S ENGLISH GRAMMAR. 

2. Parenthetical expressions are separated £rom tlie 
rest of the sentence by commas. 

3. Notice the punctuation of these sentences : 

1. We shall begin our work next week. 

2. Next week, we shall begin our work. 

3. We, next week, shall begin our work. 

An adverb phrase is out of its natural order when it begins a sen- 
tence, or when it stands between a verb and its subject. 

4. When a phrase is out of its natural order, it is usu- 
ally separated from the rest of the sentence by commas. 

5. Punctuate the following sentences : 

1. My brave men the general said charge for the guns. 

2. London the largest city in the world is in England, 

3. Paris which is situated on the Seine is the capital of 

France. 

4. With merry hearts we wandered through the beautiful 

meadows. 

5. Maize which is another name for Indian corn grows in 

America. 

6. The minstrel sang a song played a tune and danced a jig. 

7. No no no you cauuot go. 

8. A youth a boy or a mere child could answer that question. 

9. By industry and perseverance we obtain knowledge. 
10. My friend will you give me a dollar ? 

6. Notice the punctuation of these sentences : 

1, My uncle Joseph is a sailor. 

2. Joseph, my uncle, is a sailor. 

7. Appositives, unless short and used as part of the 
name, are separated from the rest of the sentence by 
commas. 



UOENSHEL'S ENGLISH GRAMMAR. 229 

8. Punctuate these sentences: 

1. Superintendent Saylor has charge of the schools of Lin- 

coln. 

2. Saylor the superintendent has charge of the schools of 

Lincoln. 

3. Chancellor Snow lives in Lawrence. 

4. Tennyson the poet wrote "In Memoriam." 

5. Bryant the American poet wrote "Thanatopsis." 

9. Write and punctuate a sentence containing — 

1. A series of nouns. 

2. A series of adjectives. 

3. A series of adverbs. 

4. A series of verbs. 

5. A parenthetical word. 

6. A parenthetical clause. 

7. A phrase out of its natural order. 

8. A quotation divided into two parts. 

9. An appositive that should be separated from the rest of 

the sentence. 
10. An appositive that should not be separated from the rest 
of the sentence. 

10. Give two different noeanings to this sentence by 
punctuating differently : 

Mary Helen and Julia have gone. 



LESSON LXIY 



Diagram these sentences, and parse the verbs, parti- 
ciples, and infinitives. 

1. Talk not too much, nor of thyself. 

2. He loves not other lands so much as that of his adoption. 

(As is a conjunctive adverb, connecting the dependent 
clause to so.) 



230 



HOENSHEL' 8 ENGLISH GRAMMAR. 



14. 



It is not known how the Egyptians embalmed their dead. 
The English language has undergone many changes since 

Shakespeare lived. 
A few tattered huts stand among shapeless masses of 

masonry where glorious Carthage once stood. 
A room hung with pictures is a room hung with thoughts. 
The greatest luxury I know, is to do a good action by 

stealth and to have it found out by accident. 
We venture to say that no poet has ever had to struggle 

with more unfavorable circumstances than Milton. 
From the lowest depth there is a path to the loftiest height. 
I was never less alone than when by myself. 
What we truly and earnestly strive to be, that, in some 

sense, we are. (What is not a double relative here 

because its antecedent is expressed.) 
Do noble things, not dream about them all day long. 
If I should neglect to use my right hand, it would forget 

its cunning. (The subordinate clause often precedes 

the principal clause.) 
Instead of saying that man is the creature of circumstance, 

it would be nearer the mark to say that man is the archi- 
tect of circumstance. 



that 



\^ to saj 


man 


1 


s ; = 


architect 








the 


o 
i-fe 


circumstance. 






B 
















O 

Ms 


saying 


that 
man | is : = 


creature 




L 








the 


o 

^ circumstance 


















it( 


) 1 would be 










ne£ 


irer 








1 


X mark 








the 







Some would call nearer an adjective. 



I 



HOENSHEL'S ENGLISH GRAMMAR. 231 



LESSON LXY. 

Correct where necessary, and give reasons: 

1. In his pocket are a knife and a top. 

2. My I don't that deer know how to run ! 

3. Two weeks' vacation are too much. 

4. There is a man and a w^oman on the bridge. 

5. These kind of people will never succeed. 

6. Have you any new children's shoes? 

7. This child is real sick. 

8. Who will you vote for ? 

9. Him from my childhood I have known. 

10. Whom do you think was with me ? 

11. A speech should be judged by its argument. 

12. Many a captain, with all the crew, have been lost at sea. 

13. There appear to be many others interested. 

14. I intended to have gone yesterday. 

15. This is in accordance to my plans. 

16. Milton is more sublime than any of the poets. 

17. This opinion never has and never can prevail. 

18. It not only has beauty, but utility. 

19. We saw a man digging a well with a Roman nose. 

20. He seems to have the universal esteem of all men. 

21. How can we tell whom to trust? 

22. There is plenty of molasses in the jug. 

23. Neither the army or navy was represented. 

24. Two of the boys have swam ashore. 

25. Hadn't we ought to go? 

26. The farmer went to his neighbor and told him that his 

cattle were in his field. (Use direct quotation.) 

27. Has the second bell rang? 

28. He owned an old and new house, 

29. The old and the new governor are sitting in the carriage 

side by side. 

30. Either he or I am right. 

31. When will we three meet again? 

32. The Nile Is the longest of any river in Africa. 



PART FOUR. 



LESSON I. 



1. The clauses of a compound sentence are some- 
times called Members. 

2. The clauses of a compound sentence may be of 
different classes, according to their form. If the sen- 
tence has but two clauses, the following varieties may 
be found : 

1. Both clauses simple: America was discovered by the 

Northmen, but they made no permanent settlement. 

2. One clause simple, the other complex : America was dis- 

covered by the Northmen, but they made no settle- 
ments that were permanent. 

3. One clause simple, the other compound : America was 

discovered by the Northmen, but they made no per- 
manent settlement, nor did they conquer the Indians. 

4. One clause complex, the other compound : America was 

discovered by people who came from the northern part 
of Europe, but they made no permanent settlements, 
nor did they conquer the Indians. 

5. Both clauses complex; The Northmen discovered the 

country that is now called America, but they made no 
settlements that were permanent. 

6. Both clauses compound : In the tenth century America 

was discovered by the Northmen, and many of these 
bold navigators crossed the Atlantic ; but soon all 
accounts of the discovery were forgotten, and America 
was again unknown to Europeans. 
If the compound sentence has more than two members, many 
more varieties may be found. 

(232) 



HOENSHEL'S ENGLISH GRAMMAR. 



233 



) 



3. Write two compound sentences of eacli of the six 
varieties mentioned above. 

4. The clauses of a complex sentence may be of dif- 
ferent classes, according to their form. If the sentence 
has but two clauses, the following varieties may be 

found : 

1. Both clauses simple : Rhode Island was settled by Roger 

Williams, who had been expelled from Massachusetts. 

2. One clause simple, the other complex : Milton did not edu- 

cate his daughters in the languages, because he believed 
that one tongue is enough for a woman. 

3. One clause simple, the other compound : When thy wealth 

has taken wings, and when thy companions have deserted 
thee, the true friend will still remain faithful. 

4. One clause complex, the other compound : When thy 

wealth has taken wings, and thy companions have 
deserted thee, the friend that is true will still remain 
faithful. 

5. Both clauses complex: When Lot had selected the valley 

through which the Jordan flows, Abraham dwelt on the 
hills that lie west of the river. 
(). Both clauses compound : Christ came and the new era be- 
gan when Greece had lost her greatness and the seeds 
of decay had been planted in the Roman Empire. 

5. The following is the diagram of the third sentence 
in paragraph 4 : 

friend I will remain — faithful 



true 



The 



I still 
wealth 



has taken 



thy 



when 



companions | have 

Tthy 



wings. 



deserted 



I thee 



when 



234 HOENSHEL' S ENGLISH GRAMMAR. 

6. Write one complex sentence of each of the six 
varieties jnst mentioned. 



LESSON II. 

1. According to the use of the dependent clause (or 
clauses), there are many varieties of complex sentences. 
The dependent clause may be — 

1. All adjective clause. 

2. An adverb clause of time. 

3. An adverb clause of place. 

4. An adverb clause of degree; as, "He writes as well as he 

reads." 

5. An adverb clause of concession. 

6. An adverb clause of purpose; as, "We eat that we may 

live." 

7. An adverb clause of cause. 

8. An adverb clause of condition. 

9. An adverb clause of specification; as, "We are anxious 

that he may succeed." 

10. A noun clause used as subject. 

11. A noun clause used as attribute complement. 

12. A noun clause used as object. 

13. A noun clause used as object of a preposition ; as, "The 

prisoner has no idea of why he was arrested." 

14. A noun clause in apposition with the subject. 

15. A noun clause in apposition with the object; as, "The 

young man obeyed the commandment, 'Honor thy 
father and thy mother.'" 

16. A noun clause in apposition with the attribute comple- 

ment. 
In the ninth example, many authors would supply "for this 
thing" after the word anxious, and make the clause in apposition 
with thing, but it is better to consider the clause an adverb modify- 
ing the word anxious. Other clauses of specification are found in 



HOENSHEL'8 ENGLISH GRAMMAR. 235 

these sentences : "We are not certain that an open sea surrounds the 
north pole." "The invalid is confident that he will recover." 

It will be noticed that all these clauses of specification modify 
adjectives. 

2. Write one complex sentence of each of the sixteen 
varieties just mentioned. 

3. Write two complex sentences, each having two 
subordinate clauses. 

4. Write two complex sentences, each having three 
subordinate clauses. 



LESSON III. 



i 



1. The subject with all its modifiers is called by some 
the General Subject, by others it is called the Complex 
Subject, and by still others it is called the Logical Sub- 
ject. In the same manner we have the General, Com- 
plex, or Logical Predicate. 

2. Phrases are sometimes divided into Simple, Com- 
plex, and Compound. 

3. A Simple Phrase is a single phrase. 

A simple phrase may have one of its principal elements compound ; 
as, " To Boston and New York." "Into and out of the house." "By 
reading books and ihagazines." 

4. A Complex Phrase is one having one of its parts 
modified by another phrase; as, "On the Mount of 
Transfiguration." "Reading a book of poems." 



236 HOENSHEL' S ENGLISH GRAMMAR. 

5. A Compound Phrase is two or more phrases con- 
nected; as, ''Going in and looking out." "To Boston 
and to New York." 

6. Phrases are also Separable and Inseparable. 

T. A Separable Phrase is one whose parts, or words, 
can be parsed separately. 

8. An Inseparable Phrase is one whose words cannot 
be parsed separately ; as, " at once," " at all," "in vain." 

Once is uot the object of at, but the two words should be parsed 
together. 

Infinitives are inseparable phrases. 

9. Write two sentences, each containing — 

1. A prepositional phrase. 

2. A participial phrase. 

3. An infinitive phrase. 

4. An adjective phrase. 

5. An adverb phrase. 

6. A noun phrase. 

7. A simple phrase. 

8. A complex phrase. 

9. A compound phrase. 

10. A separable phrase. 

11. An inseparable phrase. 



LESSON IV. 



1. When a noun, usually masculine or feminine, re- 
fers particularly to a word and not to a person, it is of 
the neuter gender; as — 

1. Man is masculine, because it denotes males. 
3. Her name is Lizzie. 



HOENSHEL'S ENGLISH GRAMMAR. 



237 



Man is neuter, because it refers to the word man and not to a 
person. Lizzie is neuter, because it refers to the name and not to 
the person. 

2. Nouns taken from foreign languages without 
change, generally retain their original plurals. 



Singular. 


Plural. 


Singular. 


Plural. 


alumna, 


alumnae; 


focus, 


foci; 


formula, 


formal 86 ; 


radius. 


radii ; 


nebula, 


nebulse; 


stimulus, 


stimuli ; 


vertebra, 


vertebree ; 


terminus. 


termini ; 


automaton, 


automata ; 


amanuensis. 


amanuenses ; 


curriculum. 


curricula; 


analysis. 


analyses ; 


datum, 


data ; 


axis. 


axes; 


erratum, 


errata ; 


basis, 


bases ; 


genus. 


genera ; 


crisis. 


crises ; 


gymnasium, 


gymnasia ; 


ellipsis, 


ellipses; 


phenomenon. 


phenomena ; 


hypothesis. 


hypotheses ; 


stratum, 


strata ; 


parenthesis. 


parentheses ; 


alumnus. 


alumni ; 


thesis. 


theses. 



3. Some nouns from foreign languages have both an 
English and a foreign plural. 



Singular. 


English Plural. 


Foreign Plural. 


beau. 


beaus. 


beaux ; 


cherub. 


cherubs. 


cherubim ; 


formula, 


formulas. 


formulae ; 


focus. 


focuses. 


foci; 


gymnasium, 


gymnasiums, 


gymnasia ; 


memorandum, 


memorandums, 


memoranda ; 


medium, 


mediums. 


media ; 


radius. 


radiuses. 


radii ; 


spectrum, 


spectrums, 


spectra ; 


vortex. 


vortexes, 


vortices ; 


d some others. 







4. Compounds of man form the plural by changing 
man to men ; as, Englishman, Englishmen. 

The nouns, German, Musselman, talisman, and Turkoman, 
not being compounds of the noun man, form the plural by adding s. 



238 H0EN8HEL' S ENGLISH GRAMMAR. 

5. Compound words nn^ combined words used as 
nouns pluralize the base or principal word of the ex- 
pression. 

Son-iu-law — sons-in-law. 

Duke of Wellington — dukes of Wellington. 

King of England — kings of England. 
Such nouns as the preceding add the sign of possession to the last 
word; as, "son-in-law's house," "Duke of Wellington's career," 
"somebody else's book." 

6. Compounds ending in full form the plural by 
adding s; as — 

Cupful, cupfuls ; spoonful, spoonfuls. 
What is the difference between "three cupfuls of vinegar" and 
" three cups full of vinegar?" 

7. When a noun, plural in form, refers to some word 
and not to objects, it is in the singular number; as — 

1. Books is a common noun. 

2. Boys is plural. 

Books and boys are both singular, because each refers to a single 
word. 

8. Some nouns, though always plural in form, are 
either singular or plural according to the meaning in- 
tended to be conveyed. Such are odds, means, 
amends, wages, and some others. 

9. In forming the plural of proper names with a 
title some authors pluralize the title ; as, the Misses 
Brown. Others pluralize the name ; as, the Miss 
Browns. 

The latter method seems the better, but if the title belongs to each 
of two names, it should take the s in forming the plural ; as, Drs. 
Scott & Smith. 



HOENSHEL' t^ ENGLISH GRAMMAR. 239 

1 0. Parse the words in black letter in these sentences : 

1. How do you parse the word boys? 

3. She Is a personal pronouD. 

3. His title is Duke of Marlborough. 

11. Write the possessive singular and the possessive 
plural of these nouns : 

brother-in-law, queen of England, captain of the ship, lieu- 
tenant-colonel. 

12. Use in a sentence the possessive singular and the 
possessive plural of each of the words given in para- 
graph 9. 



LESSON Y. 



1. Intransitive verbs and their participles, and tran- 
sitive verbs in the passive voice, have the same case 
after them as before them when both words refer to the 
same person or thing. (This rule will explain predi- 
cate nominative.) 

1. Pocahontas w^as married to an Englishman named John 

Kolfe. 
John Rolfe is in the objective case, to agree with Englishman. 

2. 1 want him to be governor. 

Governor is in the objective case, to agree with him, the object- 
ive subject of to be. 

3. To be right is better than to be President (is good). 
President is in the objective case, to agree with one or person 

understood, the objective subject of to be. 

There is a curious exception to the rule just given. A participle 
with the construction of a noun may have the possessive case before 
it and the nominative case after it; as, '"His being a scholar secured 



240 HOENSHEL'S ENGLISH GRAMMAR. 

the situation." Scholar is in the nominative case although it and 
his refer to the same person. "Its being he should make no differ- 
ence." He is in the nominative case after the intransitive participle 
being, while its is in the possessive case before the participle. 

2. Appositive and predicate nouns need not agree 
with the principal term, in gender, person, or number; 
as — 

1. I am he. 

2. He was eyes to the blind. 

3. The Greeks, a synonym for brave men, gained a great 

victory over the Persians. 

3. A nonn may be in apposition with a phrase or 
clause, and a phrase or clause may be in apposition with 
a noun. 

1. Her aiding me, a kindness I can never forget, was the 

cause of my success. 
3. She aided me in procuring a situation, a kindness I can 

never forget. 
3. This task, to teach the young, has its pleasures. 
In the second sentence, kindness is in the nominative in apposi- 
tion with the preceding clause, although the clause is not a noun 
clause. 

4. A noun used independently is in the nominative — 

1. By direct address; as, "John, come here." 

3. By pleonasm; as, "Cleveland, he is President." 

3. By exclamation ; as, "What a pleasure ! " 

4. By subscription (as when signed to a letter or other writ- 

ten production ). 

5. Absolute; as, "The snow melting, the river rose." 

In order to be in the nominative absolute, the noun or pronoun 
must be placed before a participle and must be independent of the 
remainder of the sentence. 

5. Each of these sentences contains a noun or pro- 
noun in the nominative, used independently. Pick out 



R0EW8HEL' S ENGLISH GRAMMAB. 241 

each one, and decide whether it is nominative by direct 
address, pleonasm, exclamation, subscription, or in the 
nominative absolute. 

1. The Pilgrim Fathers, where are. they ? 

3. Great and manifold are thy works, O Lord ! 

3. Mr. President : I rise to ask a question. 

4. None but the brave deserve the fair. — Dryden. 

5. The Lord of the universe. He will hear their complaints. 

6. What joy, what happiness ! 

7. The meeting having adjourned, the hall was soon de- 

serted. 

6. Write a sentence having — 

1. A noun in apposition with a phrase. 

2. A noun in apposition with a clause. 

3. A phrase in apposition with a noun. 

4. A clause in apposition with a noun. 

5. A pronoun, objective after an intransitive verb. 

6. A noun, nominative by direct address. 

7. A noun, nominative by exclamation. 

8. A noun, nominative by pleonasm. 

9. A noun, nominative by subscription. 
10. A noun, nominative absolute. 

IL A pronoun, nominative absolute. 



EESSOIS^ YI. 



1. In forming the possessive the additional s is some- 
times omitted vs^hen its use would cause several succes- 
sive sounds of s ; as, for conscience' sake. 

This omission of the s is not so common now as it was twenty 
years ago. 

2. It should be remembered that when two apposi- 

—16 ' 



242 HOENSHEL' S ENGLISH GRAMMAR. 

tives are in the possessive case, only one will take the 

sign. 

1. This is Arnold's grave, the traitor. Better, "This is 

the grave of Arnold, the traitor." 

2. Here rests his head upon the lap of earth, a youth to 

fortune and to fame unknown. ( Youth is in the 
possessive case, in apposition with his.) 

3. A noun or pronoun placed befoi;;e a participle with 
the construction of a noun should be in the possessive 
case; as — 

1. I am opposed to the gentleman's speaking again. 

2. His being a good penman secured the position. 

3. What do you think of my going to Europe ? 

Do these two sentences have the same meaning ? "I am surprised 
at you studying Latin." "I am surprised at your studying Latin." 
May both be correct ? 

4. Each of the following sentences has one or two 
nouns in the objective case without a governing word : 

1. He waited an hour. 

2. The sun shines night and day. 

3. Four times every year he visits his old home. 

4. Corn has grown ten inches this month. 

5. Good horses are worth one hundred dollars a head. 
(Worth is an adjective modifying horses. A may be a prepo- 
sition with head for its object, but most authors call a an adjective 
and parse head in the objective case without a governing word.) 

6. Some land will produce eighty bushels of corn an acre. 

7. Adams and Jefferson both died July 4, 1826. 

5. Some verbs seem to take two objects meaning the 
same person or thing; as — 

1. They made him king. 

2. They chose him captain. 

3. The people elected Harrison president. 

4. The Dutch named the settlement New Amsterdam. 



H0EN8HEL' S ENGLISH GRAMMAR. 243 

In these sentences to be may be supplied before the last object, 
making the first object the subject of the infinitive and the second 
object the objective attribute; thus, "They made him to be king." 
Him to be king- is the object of made, him is the objective subject 
of to be, and king is in the objective case to agree with him. 

6. When verbs of making, choosing, creating, elect- 
ing, etc., take two objects, the one showing the result 
of the action is often called the Factitive Object 
(fac = make). 

In the sentences given in paragraph 5, king, captain, president, 
and New Amsterdam are factitive objects. 

, Sometimes the factitive object may be an adjective; as, "The 
medicine made the child sick." Here sick modifies child, but it is 
called the factitive object by some. It seems to me, however, that 
neither child nor sick is the object of made, but that the real object 
is child (to be) sick. 

Remabk. — Some call the factitive object "objective complement." 

7. Some verbs seem to take two objects, one denot- 
ing a person and the other denoting a thing; as — 

1. Aristotle taught Alexander philosophy. 
3. The queen asked Ahasuerus a question. 

In the first sentence, most grammarians call philosophy the ob- 
ject of the verb and say that Alexander is the object of a preposition 
understood. In the second sentence, question is considered the 
object, and Ahasuerus is called the object of a preposition under- 
stood. 

The Latin and the Greek grammars give such verbs two objects, 
and I see no reason why the same may not be done in English. As 
either philosophy or Alexander can be made the subject in the 
passive, it would seem that either can be considered the object of the 
verb. "Alexander was taught philosophy." "Philosophy was taught 
to Alexander." If we call both philosophy and Alexander the 
objects in the active voice, when Alexander Is made the subject, 
philosophy can be parsed as the object of the passive verb. This is 
in harmony with the classic grammars, and is fully as logical and 
sensible as to say "Alexander was taught (as to) philosophy," or 
"Ahasuerus was asked (as to) a question." 



2,44 HOENSHEL ' S' ENGLISH GMAMMAB. 

Another peculiar objective is found in snck sentences as "He 
struck the rock a blow." Blow is undoubtedly in the objective case, 
and we cannot easily supply a preposition before it. Of course, blow 
is not the object of struck in the same sense that rock is, but there 
is something about struck that governs blow in the objective case. 

8. When pronouns follow interjections, those of the 
first person are usually in the objective case; as, "Ah T 
wretched me ! " 

Such objectives are not the object of the interjection, but are in 
the objective merely as a matter of custom. 

Pronouns of the second or the third person following interjections 
are in the nominative case. 



MOENSHEL'S ENGLISH GBAMMAS. 



245 



LESSON YII. 



1. Study 


the following 


outline of the noun : 


Classes • 


, proper r 
[ common -I 


abstract 
collective 
material 
verbal, etc. 




r 


( masculine 






gender.. 


I feminine 
i neuter 
(^ common 
/ first 






person... 


1 








■{ second 

( third 






number.. 


j singular 

^ plural 




operties.... ^ 




subject 








predicate 








apposition 








nominative... _ 


direct address 
exclamation 
pleonasm 
absolute 




r>nsp 






subscription 






possessive 


o~wner 
apposition 

object of verb 
object of preposition 






. objective. 


apposition 






without gov. word 






sub. of infinitive 










I objective attribute 



2. Write an essay on "The Noun," using the outline 
just given. 



246 HOENSHEL S ENGLISH ORAMMAB. 



LESSON YIII. 

1. In the following sentences the word senator is 

used in all the possible constructions of a noun : 

1. Nominative : 

a. Subject of the sentence : The senator is speaking. 
h. In the predicate : Mr. Martin is senator. 

c. In apposition : Mr. Martin, the senator, lives in Kan- 

sas. 

d. Direct address : Senator, when yv\\\ you return ? 

e. Exclamation : O noble Senator ! 

/. Pleonasm : The senator, what did he say ? 

g. Absolute : The senator having concluded his address, 

the meeting adjourned. 
h. By subscription (signed to a letter or other written 
production ). 
3. Possessive: 

a. Owner : The senator's election is assured. 
h. Apposition : Mr. Martin, the senator's, speech was 
printed in all the great dailies. 
3. Objective: 

a. Object of a verb : The citizens honor the senator. 

b. Object of a preposition : I voted for the senator. 

c. Apposition : I saw Mr. Martin, the senator. 

d. Without a governing word : The melon weighs forty 

pounds. ( Nouns referring to persons cannot be 
used in the objective case without a governing 
word. ) 

e. Subject of infinitive : I want the senator to succeed. 
/. Objective attribute : The people wished Mr. Martin 

to be senator. 

2. Pfonouns can be used in most of the preceding 
constructions. Write sentences, using pronouns instead 
of nouns. 



HOENSHEL'S ENGLISH GRAMMAR. 24T 

3. Diagram these sentences, and parse the words in 
black letter: 

1. Tenderly her blue eyes glistened, long time ago. 

In such sentences ago is usually parsed as an adjective modifying 
time (ago time ^ past time), but I believe that ago is an adverb 
modifying glistened, and the phrase long time modifies ago. 
Take this, sentence : "It happened forty years ago." Now, if forty 
years modifies happened, and ago modifies years, the meaning is, 
"It happened for forty years." But the meaning is, "It happened 
ago (in the past) (to the extent of) forty years." 

2. Each in his narrow cell forever laid, the rude forefathers 

of the hamlet sleep. 

3. Spring coming, the general began the campaign. 

4. Ye everlasting peaks ! I am with you once again. 

5. He looked a sachem in red blanket wrapt. 

6. Every why hath a wherefore. 

7. The boast of heraldry, the pomp of power. 

And all that beauty, all that wealth e'er gave. 
Await alike the inevitable hour : 
The paths of glory lead but to the grave. 

8. He was driven an exile from his native land. 

9. Who would be free, himself must strike the blow. 

10. Every sailor in the port 

Knows that I have ships at sea, 
Of the waves and winds the sport ; 
And the sailors pity me. 

11. Where one lives as a king, many live as peasants. 



many [ live ^ peasants. 

12. I wish it to be distinctly understood that I know nothing 
of his whereabouts. 



M8 HOEWSBEL'S ENGLISH GBAMMAM. 



LESSON IX. 

1. A personal pronoun of the possessive form is oiten 
used without tlie name of the thing possessed ; as, 
"This is yours, that is mine." Here the things pos- 
sessed by yours and mine are not mentioned. Such 
possessive forms are sometimes called Possessive Pro- 
nouns. 

If these words are calJed possessive pronouns, they should not be 
parsed as in the possessive case. In the above sentence yours and 
mine are both in the nominative case, used in the predicate. In "I 
have yours, you have mine," yours and mine are both in the object- 
ive case, object of liave. A possessive pronoun is never in the 
possessive case. 

If we supply the word that is understood ( book, for example), 
the sentence becomes "I have your book, you have my book." Now 
book is the object of the verbs, and your and my are personal 
pronouns in the possessive case. This method is used by many 
authors. It should be stated, however, that we cannot always sup- 
ply an understood noun; thus, in "A friend of mine," we cannot 
supply friends and say "A friend of my friends," because the mean- 
ing ma^ be very different from the original. I prefer the term 
possessive pronoun, and I parse mine as the object of the prepo- 
sition of. 

Sometimes a noun may perform the same office as these possessive 
pronouns; as, "An uncle of John's." Here John's has the sign of 
possession but is not in the possessive case, the idea of possession 
being indicated by the preposition of. John's is in the objective 
case, although it has the sign of possession. [It is but just to state 
that some grammarians consider the above sentence incorrect, and 
change it to " an uncle of John," but the expression has the sanction 
of good authority, and is in our language to stay.] 



iBO'EWSMEL'S EWGLISII GUAMMAB. M^ 

2. A Bestrictive Claiise is one that TeiStricts the mean- 
ing of the word it modifies ; as — 

1. This is the horse that my friend bought. (The relative 

clause limits horse to one particular horse ) 

2. I have the book that you mentioned. 

3. The boy that was here yesterday is twelve years old. 

4. The boy, who was here yesterday, is twelve years old. 

( Not restrictive. ) 

In the fourth sentence, the hearers are supposed to know what 
particular boy is meant. The speaker starts out to inform them that 
the boy is twelve years old, but he gives the additional information 
( almost by "way of parenthesis ) that the boy was here yesterday. 
The hearers did not know he was here yesterday, so that the speaker 
gives information in both clauses. In such sentences, the relative 
clause is not restrictive. 

In the third sentence, the hearers are not supposed to know what 
particular boy the speaker has in mind ; several boys may have been 
mentioned previously. Therefore, the speaker informs them that the 
particular boy that was here yesterday is twelve years old. The rela- 
tive clause does not give additional information ; the hearers knew he 
"was here yesterday, but did not know he was twelve years old. In 
such sentences the relative clause is restrictive. 

Notice the punctuation of the third and the fourth sentence. 

3. That should be used instead of who or which 
in restrictive clauses. 

Many good writers and speakers do not follow this rule. 

4. Appositives, participial phrases, and relative 
•clauses, when not restrictive^ are usually set off by 
commas. 

5. Examine the relative clauses in these sentences, 
^nd select those that ai-e restrictive. 

1. I recently heard one of the best orators that live in 

America. 

2. The diamond, which is pure charcoal, is a brilliant gem. 



250 HOENSHEL' S ENGLISH GRAMMAR. 

3. The diamond that the countess wore cost fifty thousand 

dollars. 

4. My friend was a member of the 53rd congress, which ex- 

pired March 4, 1895. 

5. My friend was a member of the congress that expired 

March 4, 1895. 

6. Listen to the song that nature sings. 

7. He was the drollest fellow that I ever saw. 

6. Select the correct pronoun in these sentences : 

1. He was the first (that, who) entered. 

2. This is the same story (that, which) we read before. 

3. It was not I (who, that) did it. (When the subject is 

it, the predicate pronoun is generally followed by 
that.) 

4. Was it you or the wind ( who, that) shut the door? 

5. All (which, that) I have is thine. 

6. Yesterday I met an old friend, (that, whom) I failed to 

recognize. 

7. Yesterday I met an old friend (that, whom) I failed to- 

recognize. 

8. He sold his bay horse, (which, that) had been given to 

him. 

9. He sold the bay horse (which, that) had been given ta 

him. 



LESSON X 



1. As is used as a relative pronoun after such,, 
many, and same. 

1. I love such as love me. (We might say, "who love me,"" 

but as sounds better than who.) 

2. Tears, such as angels weep, burst forth. — Milton. 

3. I shall not learn my duty from such as he. 

4. As many as were called responded. 

2. Give the instruction of the relative as in each of 
the preceding sentences. 



HOEXSHEL'S EXGLISH GRAMMAR. 251 

3. But, when equivalent to that not, is sometimes- 
used as a negative relative pronoun. 

1. Where breathes the foe but falls before us ? 

2. There is not a man here but knows it. 

3. There is no wind but soweth seeds of a better life. 

4. The relative pronoun is frequently understood. 

1. All the wealth he had ran in his veins. 

2. Men will reap the things they sow. 

3. Let not harsh words mar the good we might do here. 

4. Take the goods the gods provide thee. 

5. The orator we heard is from Kentucky. 

5. The antecedent of a relative is sometimes under- 
stood. 

1. Who steals my purse steals trash. 

2. Whom the gods love die young. 

3. Let him be who he may. 

6. Parse the relative pronouns found in the sentences 
under paragraphs 3, 4, and 5. 

7. In Paet Theee the compound relatives whoever 
and whosoever were declined, giving the forms- 
whosever, whosesoever, whomever, and whom- 
soever. 

Xot all authors agree to this. Maxwell says, "WTiosoever is 
the only compound relative declined." Harvey says, "Compound 
relatives are indeclinable." Notwithstanding the assertions of these 
eminent authors, I believe that the possessive and objective forms of 
whoever and whosoever are good English. 

As a compound relative always performs two offices (its own. and 
that of its unexpressed antecedent), some persons have difficulty in 
deciding wh^ether to use the nominative or the objective form when 
one office is nominative and the other objective. Take this sentence : 
"We shall purchase from whoever sells cheapest." Whoever is the 
object of from and the subject of sells. As all relative pronouns are 



252 JI0EN8HEL' 8 ENGLISH GBAMMAIt. 

iounxl In subordinate clauses, it is the ofQce of the compound relative 
in the subordinate clause that determines its form. In the above 
sentence whoever is the subject of the subordinate clause, and there- 
fore should have the nominative form. The understood antecedent 
is the object of from In the principal clause. If we supply the ante- 
cedent, the compound whoever should be changed to the simple 
who; thus, "We shall buy from him who sells cheapest." 

In the sentence, "Whomever you select will go," the subordinate 
clause is "Whomever you select," and whomever is the object of 
select ; therefore, it has the objective form. The principal clause is, 
"He (or that one) will go." 

8. Fill these blanks with the proper form of the com- 
pound relative : 

1. Select ■ you wish. 

2. Give it to wants it. 

3. lives long will find ti-ouble. 

4. The prize is for wins it. 

9. Observe that a relative pronoun is always in a de- 
pendent, adjective clause, and is always a connective. 
In the following sentences, who is not a relative, but 
mn interrogative : 

1. I know who did ft. 

2. Who is the legal speaker of the house has not yet been 

determined. 

3. It has not yet been decided who discovered America. 
There is an indirect question in each of the above sentences. 



mOENSEEL'S ENGLISH GRAMMAR, 253 



LESSON XI. 

1. In the following sentences the pronouns agree with 
their antecedents. Examine carefully. 

1. He is one of the best men that live in the city. 

2. Every boy and girl must depend on himself. 

3. All boys and girls must depend on themselves. 

In such sentences as "It is you that will succeed," some gramma- 
rians say that it is the antecedent of that, and others say that you is 
the antecedent. Change the sentence to "It is you that (is, are) in 
the wrong." If that agrees with it, the verbis is correct; but if 
that agrees with you, the verb are should be used. I believe that 
the relative clanse is restrictive and limits it, telling which particular 
it is you. At the same time, I believe the majority of good writers- 
and speakers would use are as the predicate of that in the given sen- 
tence. 

2. Select the correct sentence from each of these 
pairs : 

. j It is I that am standing here. 
I It is I that is standing here. 

is they that were responsible. 
is they that was responsible. 



(It 



3. Fill these blanks with the proper personal pro- 
nouns : 

1. Neither of us is willing to give up claim. 

2. John and I have lessons. 

3. John and you have lessons. 

4. Each member of this class must have own book. 

5. Two or three of us have finished work. 

6. The mother, as well as the father, must do part. 

7. If you should find my horse or cow, please bring to 

me. 



254 H0EN8HEL' 8 ENGLISH GRAMMAR. 

4. Correct where necessary : 

1. This is the friend which I love. 

2. Thou art the man who has done the crime. 

3. Take that book to the library, which I left ou the table. 

4. There was a bird caught by the fox, which was web- 

footed. 

5. The prisoner was sentenced by the judge, who committed 

the crime. 

6. This is the vice that I hate. 

7. Jamestown was the first permanent settlement which 

was made in the United States by the English. 

5. Correct the case forms where necessary : 

1. Who will you select for secretary ? 

3. Let (he, him) be (who, whom) he may. 

3. A gentleman entered who I afterwards learned was the 

governor of the state. 

4. A gentleman entered who I afterwards found out to be 

the governor of the state. 

5. Who shall I go to ? 

6. She who studies, the teacher will commend. 

7. Give the letter to Henry, (he, him) who is standing by 

the gate. 

8. I refer to Newton, he who discovered the law of gravita- 

tion. 

9. You may guess who it was. 

10. You may guess whom they elected. 

11. Whom did you say was chosen ? 



HOENSHEL'S ENGLISH GRAMMAR. 



255 



LESSON XII. 



1. Parse the nouns and pronouns in these sentences : 

1. He granted my request, an act for which I greatly es- 
teem him. 
3. He that formed the ear, shall he not hear ? 
3. He waited an hour, staff in hand. 



He 


waited 






hour 


staff 


1 an 



V (being) 



= hand. 



4. Next Anger rushed, his eyes on fire.. 

5. Whosoever will, let him come. 

6. Whomsoever the governor selects shall receive the ap- 

pointment. 

7. Give the prize to whomever you deem most worthy. 

2. The following is an outline of the pronoun : 



Classes. 



personal 



relative 

interrogative 
adjective 



j simple 
I compound 

r simple 
■{ double 
[ compound 

j demonstrative 
1 indefinite 



[ possessive 
Properties — Same as nouns. 

3. Write an essay on "The Pronoun," using the out- 
line just given. 



256 HO ENS EEL' 8 ENGLISH GRAMMAR. 



LESSON XIII. 

Diagram these sentBiaces, and parse the words m 
black letter : 

1. The noblest soul is that which chooses the right, not for 

gain or glory, but because 'tis right. 

2. All prize most what they do not possess. 

3. Happy is the man who has mastered the most difficult of 

life's problems, namely, the problem of living wisely 
and well. 

4. We teach much when we are not teaching at all : uncon- 

scious influence. 

5. Do and be, so nearly as in you lieth, what you would have 

your pupils do and be. 

6. Education is the debt the present owes to future genera- 

tions. 

7. The comprehensive law of education is, " Exercise gives 

development." 

8. I would rather be right with the few than wrong with the 

many. 
Rather is an adverb, the comparative of an obsolete positive, 
rath, or rathe. 

9. Friendship ! mysterious cement of the soul, sweetener of 

life and solder of society. 

10. My mind to me a kingdom is. 

11. There is nothing great on earth but man ; there is nothing 

great in man but mind. 

12. Aristotle tells us that a statue lies buried in a block of 

marble. 

13. I heard that that man that was expected has arrived. 

14. Ill fares the land to hastening ills a prey, where wealth 

accumulates and men decay. 

15. Blessed is the man whose God is the Lord. 



HOENSHEL'S ENGLISH GRAMMAR. 257 



LESSON xiy. 

1. Correct where necessary, and analyze these sen- 
tences : 

1. Let Dot lym boast that puts his armor on, but he that 

takes it off. 

2. O, no, my child, 'twas not in war. 

And him that kills a single man his neighbors all abhor. 

3. Let none touch it but they who are clean. 

4. He is the man who was thought to be you. 

5. He is the man who you were thought to be. 

6. His is the language of the heart. 

7. The time of prosperity will come, who doubts it '? 

8. I can make it clear that I am innocent. 

9. Bring such books as will be needed. 

* 10. Whom do people say won first place in the contest? 

2. Write two sentences in which as is a relative pro- 
noun. 

3. Write two sentences in which but is a relative 
pronoun. 

4. Write two sentences in each of which a relative 
pronoun is understood. 

5. Write two sentences, each containing a restrictive 
relative clause. 



—r, 



258 H0EN8HEL' 8 ENGLISH GRAMMAR. 



LESSON XY. 

1. When the article is used with two or more adjec- 
tives belonging to different nouns, the article should be 
repeated; as, '^a large and a small house," (two 
houses.) 

When the article is used in comparative expressions with than, if 
the nouns before and after than both refer to the same person or 
thing, the article should not be repeated; as, "He is a better soldier 
than statesman." 

2. One adjective sometimes limits another; as, "a 
deep blue color." 

3. An adjective sometimes modifies an adjective and 
a noun combined ; as, *'a good old man." Good mod- 
ifies old man. 

Notice the difference in the meaning of these expressions: "a 
good old man," and "a good, old man." 

4. In such expressions as "two hundred bushels," 
some authors claim that hundred is a noun, modified 
by the adjective two, and that bushels is the object 
of the preposition of understood. 

I see no reason why two hundred cannot be parsed together as 
one adjective, just as we parse seventy -five. Three, six thou- 
sand, four dozen, etc., all answer the question, "How many ?" and 
should be treated as simple adjectives. 

5. When adjectives are compared with more and 
most, nearly all authors consider more and most ad- 
verbs. 



EOENSHEL'S ENGLISH GRAMMAR. 259 

Id more joyful, if we parse joyful as an adjective, is it not in the 
positive degree? Do not all agree that more joyful is the compara- 
tive degree of the adjective joyful? If both words are required for 
the comparative degree, why not parse them together? If we parse 
more by itself, why not parse er in older by itself? I prefer to 
parse more joyful and most joyful together. 

6. When the comparative degree of a word is fol- 
lowed by than, the positive degree of the same word 
is understood in the subordinate clause, and than is a 
conjunctive adverb connecting the two clauses. 

In -'He is older than I am," old is understood after am, and the 
dependent clause, "I am old," is an adverb clause of degree, modify- 
ing older. Than connects the clauses and modifies old. 

7. Good writers and speakers sometimes use the 
superlative when comparing only two objects, although 
such use is contrary to the rules of grammar. 

8. A degree below the positive is sometimes made 
by adding ish; as, blackish, greenish. 

9. When two or more adjectives are connected by 
conjunctions, the shortest and simplest should generally 
be placed first; as, "This tree is larger and more useful 
than that." 

When adjectives thus connected are compared differently, some 
authors say they should be arranged as stated above, and that more 
or most should be placed before the first ; as, "A more noble and 
righteous cause never existed." I believe it is better to say "A nobler 
and more righteous cause never existed." 

10. The word like, when used appositively or after 
an intransitive verb, is often an adjective, although some 
grammarians prefer to call it a preposition. 



260 IIOEXSIIEL' S EyOLISH GBAJIMAB. 

In •• He is like his father," like is au adjective, modifyiug he, and 
father is the object of to or unto understood. Here, like has the 
meaning of sirailar. In "He, like the brave man he was thought to 
be, firmly held his ground." like is an adjective, used appositively, 
and modifies he. In "She can run like a deer." like is an adverb, 
modifying can run, and deer is the object of to understood. When 
like is an adverb, it means similarly, or in a similar manner. 

I do not think that like is ever a preposition. 

The vsords unlike, near, nigh, and opposite should be treated just 
as the word like. 

11. Less slioiild be applied to nouns of magnitude 
(bulk), and fewer should be applied to nouns of mul- 
titude (many) I as, less money, less water; fewer 
dollars, fewer gallons. 

12. Many a and what a should often be parsed 

together as one adjective; as, ^'Manv a Hower is born 

to blush unseen.'' "What a crash that was I " 

What a is sometimes an adverb ; as, "What a large parade that 
is I " What a is an adverb, modifying large. 

13. Old has two forms for the comparative (older, 
elder), and two for the superlative (oldest, eldest). 
Elder and eldest are applied only to persons, but 
older and oldest are applied to persons, animals, or 
things. 

14. Further and furthest come from forth (an 
adverb), and farther and farthest come from far. 



HO ENS HE L' S EXGLISH GRAMMAR. 261 



LESSOX XVI. 

Correct the errors, and parse the words in black type : 

1. Washington was a better statesman than a general. 

2. This man of all others is most to be pitied. 

3. The Paissian Empire is more extensive than any nation 

on the globe. 

4. He is a better disciplinarian than teacher. 

5. The banner of the United States is a red, a white, and a 

blue flag. 

6. Fire is a better servant than a master. 

7. A rosy-faced and pale girl were seen sitting side by side. 

8. A rosy-faced and a pale girl was seen in the company. 

9. The pen is a mightier weapon than sword. 

10. He was such a criminal that a few persons mourned his 

death. 

11. Although, he was unpopular, yet he had few friends. 

12. Grief made her insane. 

13. He was struck dead. 

14. A good farmer keeps his horses fat. 

15. All went merry as a marriage bell. 

16. The hunter was so badly frightened that he turned pale. 

17. Great is truth, and mighty above all things. 

18. Unheard, because our ears are dull, 

Unseen, because our eyes are dim. 
He w alks our earth, the Wonderful, 
And all good deeds are done to Him. 

19. Give him this memoranda. 

20. Jacob loved Joseph more than all his children. 

21. This is a better furnished room than any in the house. 

22. Noah and his family outlived all the people that lived 

before the flood. 

23. The Civil War cost more men and money than any war 

the United- States had. 

24. Xow comes the storm, fierce and terrible. 



262 H0EN8HEL' IS ENGLISH GBAMMAR. 



LESSON XYII. 

1. A verb is sometimes combined with a preposition ; 
as, "This must be attended to." 

This combining does not often occur in tlie active voice. In "The 
mayor must attend to this matter," to is a preposition, and attend is 
intransitive. In "This matter must be attended to by the mayor," 
to is part of the verb, and must be attended to is a compound 
verb, transitive, passive. The verb attend will not take an object 
in the active voice, and is passive only with the aid of the preposition. 

Other examples are : 

1. He was laughed at by the boys. 

2. The property was taken possession of. (Better: "Pos- 

session was taken of the property.") 

3. The carriage has been sent for. 

4. That should have been thought of. 

2. A verb that, when joined to a subject, will form a 
complete predicate by itself, is called a Complete Yerb ; 

as — 

1. The baby sleeps. 

2. Birds tly. 

3. A verb that, when joined to a subject, will not 
form a complete predicate by itself, is called an In- 
complete Yerb. 

The word used with an incomplete verb is called the Complement. 

Most intransitive verbs are complete. 

The intransitive verbs appear, be, become, seem, etc., are in- 
complete, and require complements. These verbs are sometimes 
called Copulative Verbs. 

The complement of a transitive verb in the active voice is its ob- 
ject. A transitive verb in the passive voice often takes a comple- 
ment; as, "He was considered brave." 



HOENSHEL' S ENGLISH GRAMMAR. 263 

The complement may consist of more than one word ; as, "Life is 
of short duration." 

The complement is a noun, pronoun, or an adjective. 

tt. A Finite Verb is any mode or tense of the verb 

except the infinitives and the participles. 

The definition for a finite verb might be '"any mode or tense that 
changes its form to agree with its subject.'" Finite means change- 
able — not infinite. 

Infinitives and participles do not change their form to agree with 
their subjects or the words they modify. For this reason they are 
not finite. 

5. Can have is usually given as one of the signs of 
the potential, present-perfect, but its use is very rare. 

6. The so-called past tense of the potential mode 
does not express past time, but either present or future. 

This tense is called past because in early English, or Anglo- 
Saxon, might, could, would, and should meant past time. 

7. The imperative mode is conjugated only in the 
second person, but it may be found in either the first 
or the third person ; as — 

1. Turn we aside and rest awhile. 

2. Be it resolved by this society. 

3. Blessed be he that first invented sleep. 

8. In some grammars the past tense, progressive form, 
is called the Imperfect (not finished) Tense; as, "He 
was walking." 

9. Sometimes a progressive form is used in the pas- 
sive voice; as, "The house is being built." "The les- 
son was being recited." 

Some authors object to such forms, and prefer to use the active 
progressive; as, "The house is building." In these examples, it is 
better to use the passive form (cumbersome as it is) than the active. 



264 HOENSHEL'S ENGLISH GRAMMAR. 

A few active forms have become so common that they can claim the 
sanction of good usage; as, " Wheat is selling for a dollar a bushel.'' 

10. When we speak of a past action or event, and no 
part of the time in which it took place remains, we 
should use the past tense ; but if there still remains some 
portion of the time in which it took place, we should 
use the present-perfect tense. Examples: 

1. Science has made great advancement this centur5\ 

2. Many battles were fought during the eighteenth century. 

3. I have been reading this morning. (It is not yet noon.) 

4. I read this morning. (It is past noon.) 

11. When two past actions or events are referred to, 
one of which must have occurred before the other, this 
sequence of time must be observed in the use of the 
tenses. Examples : 

1. I went, but I have returned. 

2. After Lee had been defeated at Gettysburg, he retreated 

into Virginia. 

3. Napoleon reigned one hundred days after he had returned 

from the Island of Elba. 

12. Statements always true or always false should be 
expressed in the present tense ; as, 

1. Galileo believed that the earth moves. 

2. Our fathers asserted that all men are created equal. 

13. Correct where necessary, and parse the words in 

black letter : 

1. He was well taken care of. 

2. The actor was looked at by thousands. 

3. Be it known to all meo. 

4. Corn is gathering all over the country. 

5. I have built three houses last year. 

6. I built three houses this year. 

7. After we visited Paris we returned to the United States. 

8. It was proved years ago that the air had weight. 



HOENSHEL' S ENGLISH GRAMMAR. 265 

LESSON XYIII. 
SHALL, WILL; SHOULD, WOULD. 

In many cases the correct use of these words is dif- 
ficult to determine. It is a well-established fact that 
good writers and speakers do not agree in their use of 
these words. Where one good writer will use would, 
you can find another equally as good using should. 
Yet, a certain writer on English grammar boldly makes 
the assertion that carelessness or ignorance is the only 
excuse that can be offered for not using these words 
correctly. What that grammarian calls correct usage 
some standard author may call incorrect. 

Of course, in the more common uses of these words, 
the observing student need have but little trouble. 

The primary meaning of will is purpose or deter- 
mination, and the primary meaning of shall is obliga- 
tion. Shall in the first person and will in the second 
and third simply foretell. Will in the first person ex- 
presses determination. I will gO means that I am 
determined to go. Shall in the second and third per- 
sons means an obligation not controlled by the subject, 
but by some external influence. You shall gO means 
that the act of going is not controlled by yourself. You 
shall not assist me means that you will be prevented 
by some one. 



266 HO EN SHE U 8 ENGLISH GRAMMAR. 

In interrogative sentences, shall denotes that the 
subject is under some external influence, and will de- 
notes that the act is controlled by the subject. "Shall 
you be there? " might be answered by ''Yes, if I am not 
prevented by circumstances." "Will you be there?" 
might be answered by "No, I do not care to go." 

Bardeen's Composition gives the following forms in 
interrogative sentences : 

Future of Expectation. Future of Determination. 

Will I (we) go? Shall 1 (we) go? 

Shall you go ? Will you go ? 

Will he ( they ) go ? Shall he ( they ) go ? 

Should and would follow in general the same rules 
as shall and will. Would is often used to express a 
strong wish ; as, "Would that I were at home ! " 

The following is from Richard Grant White : 

To my readers I shall venture to say that if they express hoping 
and wishing and the like with ^o^Y/f and would, and command, demand, 
and mandatory desire with sJiall and should — tor example, "I hope 
that Mrs. Unwin will invite them to tea" and "I wish that Mrs. Unwin 
would invite them to tea;" but "He commands that Mrs. Unwin 
shall invite them to tea," and "He desired that Mrs. Unwin should 
invite them to tea ; " and, impersonally, " It is wished that no person 
shall leave his seat," and "It was requested that no persons should 
leave their seats" — they will not be far from right. 

1. Tlie following uses of shall, will, should, and 
would are correct. 

1. I fear we shall have rain. 

2. I fear he will neglect his business. 

3. I shall enjoy the visit. 

4. It is requested that no one shall leave the room. 
.5. I shall be obliged to discuss this subject. 

6. Where shall you be next week? 



HOENSHEL'S ENGLISH GRAMMAR. 267 

7. When shall you go ? 

8. It was Intended that the army should march the next 

day. 

9. We should be happy to see you. 

] 0. I told him to stay, but he would come. 

2. Fill each of these blanks with shall, will, should, 
or would, and give reasons : 

1. He knew who betray him. 

2. What 1 do? 

3. When we finish this book ? 

4. I pay him to-daj% if he demand it. 

5. We be pleased, if you favor us. 

6. He was afraid that he not succeed. 

7. It probably rain to-day. 

8. he be allowed to go on ? 

9. If we go to the concert, we hear good singing? 

10. that Crete were free I 



LESSON XIX. 



1. The subjunctive mode has but one tense, the pres- 
ent. In the verb be two subjunctive tenses are found, 
the present and the past. 

Probably authors differ more in their discussion of the subjunctive 
mode than in the discussion of any other part of grammar. Some give 
this mode six tenses, some four, some three, some two, and some only 
a small piece of a tense. 

In the classic languages, mode is a change of form; that is, the 
verb has a different form for the different modes. Some gramma- 
rians adhere to this principle in English, while others claim that mode 
is a change of meaning, not a change of form. 

If we examine the verbs in the sentences "I had gone," and "If 
I had gone," we shall find that the verbs are the same, and that the 
difference is made by the little word if. Now, as if is not part of the 



268 IJOENSFIEL'S ENGLISH GRAMMAR. 

verb, some say the verb in both sentences is in the same mode, the 
indicative. I believe this is the correct view of the matter. It cer- 
tainly has the merit of simplicity. 

Taking the view that mode is a change of form, there are bat two 
subjnnctive forms in each verb (except the verb to be): "If thou 
go,'' and "If he go." These are both in the present tense, singular; 
but, as not all persons and numbers of the tense are included, we can 
correctly say there is only a piece of a tense in the subjunctive. If 
we drop the if in the above sentence, go in the first must be changed 
to goest, and in the second to goes. 

"If he walks" is indicative, and "If he walk" is subjunctive. 
The s is omitted from the verb in the subjunctive because the auxil- 
iary shall or should is understood. "If he walk" means "If he 
shall (or should) walk." The subjunctive present denotes future 
time, and should not be used to denote present time. "If it rains ' 
is indicative present, and denotes present time. "If it rain" is sub- 
junctive present, and denotes future time. 

In the verb to be there are two subjunctives: "If I be," and "If 
I were." The first is called present tense, but denotes future time; 
the second is called past tense, but denotes present time. As the 
passive voice always has in it some fcn-m of the verb to be, verbs in 
the passive voice can have two subjunctives, a present and a past ; as, 
"If I be seen," and "If I were seen." 

2. Write three sentences eacli having a verb in the 
subjunctive — 

1. Active, present. 

2. Passive, present. 

3. Passive, past. 

3. The subjunctive is sometinaes used in expressing a 
wish; as-, "Would that mj father were here." 

In the above, were is subjunctive, past, but denotes present time. 



HO EXSIIEL ' S ENGLISH GRA MM A R. 269 



LESSOK XX. 

1. It is sometimes difficult to determine whether a 
collective noun should have a singular or a plural verb 
to agree with it. 

In many cases the idea in the niiucl of the speaker will decide this 
question. 

Collective nouns denoting persons are more frequently considered 
plural than those denoting things. It is better to say -'The public 
are invited" than to say '• The public is invited." 

If the individuals perform the act separately, or in groups, it is 
better to have the verb plural : as, •• A number of soldiers (at various 
times) have passed to-day, and the number at the fort is becoming 
large." 

2. When a verb has two subjects taken separately, 
differing in number, the verb agrees with the subject 
nearest. 

In such cases it is better to place the plural subject nearest to the 
verb; as, "Neither the captain nor the soldiers have arrived." 

3. In such sentences as "John and his sister too is" 
going," or "John and his sister also is going," the verb 
should be singular. 

It will be observed that the speaker does not intend to convey the 
information that two are going. The hearer already knows that John 
is going, and the speaker adds that his sister is going also. 

4. When two singular subjects connected by and are 
in apposition, the verb is singular ; as, " The philosopher 
and statesman has gone." 

The same is true when the subjects are not in apposition, if the 
latter is added to make the former more emphatic: as, ''The head 
and front of my offense is this." 



270 HOENSHBL' S ENGLISH GRAMMAR. 

5. Often the number of the verb depends on the idea 
in the mind of tlie speaker rather than on the words he 

says ; as — 

1. Why is dust and ashes proud? 

2. Seven hours is a long time to wait for a train. 

3. Six dollars and seventy-five cents is too much. 

In the first sentence, the speaker had in mind man, although he 
said "dust and ashes." 

In the second sentence, the seven hours are thought of as one con- 
tinuous period of time. 

In the third sentence, the dollars and cents are thought of as one 
price. 

6. As a rule, the phrase modifying the subject has no 
influence in determining the number of the verb, but in 
some cases it has. This is especially true when the sub- 
ject is a fraction. 

1. Nine-tenths of the men were lost. 

2. Nine-tenths of the wheat was lost. 

Both of the preceding are correct. In the first, men is a noun of 
multitude (composed of individuals), while in the second, wheat is a 
noun of magnitude (bulk ). In like manner we have " Two-thirds of 
the water is unfit to drink," and "Two-thirds of the apples are 
rotten." 

7. The verb need, when followed by not, forms the 
third person singular without adding s; as, "He need 
not go." 

The verb dare is sometimes used in the same manner; as, "The 
prisoner dare not speak." 

8. Correct where necessary : 

1. Neither he nor you was there. 

2. To reveal secrets or to betray one's friends is perfidy. 

3. Eight horses is no part of twelve cows. 

4. Eight is what part of twelve ? 

5. 'There was not a little tact and shrewdness in the trans- 

action. 



HOENSHEL'S ENGLISH GRAMMAR. 271 

6. He and his father were on the lost steamer. 

7. He and his father too were on the lost steamer. 

8. He as well as his father were on the lost steamer. 

9. One or more names are omitted from the list. 

10. Seven-eighths of the pupils are girls. . 

11. Three- fourths of his hair are gray. 

12. Two hundred bushels of potatoes are often raised from 

one acre of ground. 

13. Forty bushels of wheat is sometimes obtained from one 

acre of ground. 

9. Write at least two sentences to illustrate each of 
the first six paragraphs of this lesson. 



LESSON XXI. 

1. Correct where necessary, and parse the verbs: 

1. To thine ownself be true, 

And it must follow, as the night the day, 
Thou canst not then be false to any man. 

2. Though he slay me, yet will I trust him. 

3. If he is a scholar, he is not a gentleman. 

4. Had you come earlier, you could have seen him. 

5. Whether he be poor or rich, he shall be punished for his 

crime. 

6. Were he my own brother, I should not excuse his fault. 

7. Although he is my brother, 1 would not trust him. 

8. Unless a farmer sow, he must not expect to reap. 
Notice that when a sentence begins with the subordinate clause, 

the pronoun will be in the principal clause, and the antecedent in the 
subordinate clause. 

9. I wish that he was wealthy. 

10. We not only found the questions easy, but very diverting. 
Notice that questions is not the object of found. 

11. The knowledge of why they exist must be the last act of 
favor which time and toil will bestow. 

2. Diagram the preceding sentences. 



272 HOENSHEL'S ENGLISH GBAMMAB. 



LESSON XXII. 

1. The infinitive is sometimes used independently; 
as, '^To tell the truth about the matter, I was not pay- 
ing attention." 

2. E^ot all infinitives are parsed as having subjects. 

Ill "I have a book to read," to read is parsed as having the con- 
struction of an adjective, and nothing is said about its subject. 

3. The infinitive has tlie construction of an adjective 
in such sentences as "I want my watch to run." 

4. In Part Three it was stated that the names 
present and present-perfect, as applied to infinitives, 
do not have reference to the time expressed by the in- 
finitive, but to its form. Tlie time of the present infini- 
tive is the same as that of the finite verb in the same 
sentence, and the time of the present-perfect infinitive 
is previous to that of the- finite verb. 

You will often hear such expressions as "I hoped to have gone.' 
Now, the finite verb hoped expresses past time, and, in accordance 
with the preceding rule, the present-perfect infinitive expresses time 
previous to the time the hoping was done ; but we know that when 
the hoping" was done the g-oing- had not yet been done. The sen- 
tence should be "I hoped to go." 

5. Participles do not have the construction of ad- 
verbs, although they sometimes seem to modify the 
predicate. 

In "The Indians ran screaming in pursuit," screaming has the 
construction of an adjective (in the predicate), modifjnng Indians, 



EOENSHEL' S EXGLISH GRAMMAR. 273 

"but in sense it seems to modify ran. The same is true in "He came 
running to me." Running- is an adjective, belonging to he, al- 
though it appears to tell the manner in which he came. 

In the classic languages, participles always have the construction 
of adjectives, and have the same gender, number, and case as the 
nouns or pronouns to which they refer. 

6. When a participle is preceded by the article the, 

it seems to become a mere nonii, and will take neither 

an object nor an adverb modifier. 

We- can say, "By reading good books we improve the mind." 
Books is the object of reading. But if we insert the before read- 
ing, we must use a preposition to govern books; as, "By the read- 
ing of good books we improve the mind."' We can say " By walking 
rapidly," but we cannot say "By the walking rapidly." 

7. The past participle, used in forming the passive 
voice, really has the construction of an adjective, modi- 
fying the subject. 

In "The lesson was studied," studied belongs to lesson; it was 
a studied lesson. In parsing, however, was studied should be 
parsed together as the indicative, past, passive of study. Was can 
be parsed separately as the indicative, past, of be, and studied as 
the passive participle, past, of study, having the construction of an 
adjective, modifying lesson. 

8. When a participle has the construction of a noun, 
and at the same time may have an object or adverb 
modifier, it is called a Gerund by some authors. 

9. Write four sentences, each containing a gerund. 

10. Write a sentence having a participle with the 
construction of — 

1. An adjective, not in the predicate. 

2. An adjective, in the predicate. 

3. A noun, having an object. 

4. A noun, having an adverb modifier. 
—18 



274 



H0EN8HEL' 8 ENGLISH GRAMMAR. 



5. A noun, preceded by the. 

6. A noun, used as subject. 

7. A noun, used as object of a verb. 

8. A noun, used as object of a preposition. 

11. Write one sentence for each of the constructions 
mentioned in paragraph 10 (except the 5th), using infin- 
itives instead of participles. 

12. Write a sentence containing an infinitive used — 

1. Independently. 

2. As an adverb, modifying a verb. 

3. As an adverb, modifying an adjective. 

4. As an adverb, modifying an adverb. 



LESSON XXIII. 

1. The following is the outline of the verb: 



Classes. { 



as to form \ ^^^^^^^^ 

irregular 

transitive 
as to meaning i intransitive 

f neuter 
defective 
redundant 
Impersonal 
compound 
auxiliary 
complete 
incomplete 
finite 
infinite (?) 



^ other classes < 



\ present 
^^fi"^"^^1 present-perfect 

( present 
participle -j past 

( past-perfect 



HOENSHEL'S ENGLISH GRAMMAR. 



275 



Properties. 



tense 



\ active 

voice ■{ 

( passive 

r indicative 

mode \ potential 

I imperative 
1^ subjunctive 
' present # 

present-perfect 
past 

past- perfect 
future 
future-perfect 

person and number \ same as subject 

2. Write an essay on "The Verb," using the outline 
just given. 



LESSON XXIY. 

Diagram these sentences, and parse the infinitives 
and participles : 

1. "Let me make the ballads of a nation," says Fletcher, 

"and I care not who makes the laws." 
The clause, who makes the laws, is the object of a preposition 
understood. Care is intransitive. 

2. How glad I am to see you again ! 

3. I have more money than I know what to do with. 

I I have 

I money 



(that 



is — much ) 



than 



V 


to do 


I 1 know 




B- which 

















276 HO ENS EEL ' 8 ENGLISH OBAMMAB. 

4. For a man to give his opinion of what he sees but in part, 

is an unjustifiable piece of rashness and folly. 
The phrase man to give, etc., is the object of for. Some authors 
call for merely an introductory word in such sentences. 

5. If you do not wish a man to do a thing, get him to talk 

about it. 
<l 6. Imperial C?esar, dead and turned to clay, 
Might stop a hole to keep the wind away. 

7. Sorrow's crown of crowns is remembering happier things. 

8. It is a custom more honored in the breach than the observ- 

ance. 

9. The tree of liberty only grows when watered by the 

blood of tyrants. 

10. Better to love amiss than nothing to have loved. 

11. A sorrow shared is halved ; a joy divided is doubled. 

12. The auditorium is capable of seating three thousand peo- 

ple. 

13. A persecutor who inflicts nothing which he is not ready 

to endure deserves some respect. 

14. A mountain rises there, called Ida, joyous once with leaves 

and streams, deserted now like a forbidden thing. 

15. Some poets, before beginning to write a poem, wait to be 

inspired. 



LESSON XXY. 



1. Model adverbs may be divided into — 

1. Those of reasoning; as, hence, therefore. 

2. Those of affirmation ; as, certainly, indeed. 

3. Those of negation ; as, not, nowise. 

4. Those of doubt; as, possibly, perhaps. 

2. A conjunctive adverb modifies only one word, and 
that word is in the dependent clause. 

It is often stated that a conjunctive adverb sometimes modifies two 
words, one in each clause, but it is much better to consider the entire 
dependent clause as the modifier of the word in the independent clause. 



HOENSHEL' S ENGLISH GRAMMAR. 277 

3. When a dependent adjective clause is joined to 
the independent clause by a conjunctive adverb, the ad- 
verb is sometimes called a relative adverb; as — 

1. This is the place where (in which ) the hero fell. 
3. He lived in the land where the orange grows. 
3. The Indians were driven to the reservation whence they 
came. 
It will be noticed that a relative adverb is equivalent to a preposi- 
tion with a relative pronoun for its object. 

4. The words usually conjunctive adverbs are not 
always such. 

In "I do not know where he lives," where is not a conjunctive 
adverb. It is an interrogative adverb in an indirect question, and 
modifies lives. 

5. Sometimes it is difficult to decide whether a verb 
should be followed by a predicate adjective or an ad- 
verb modifier. The following sentences are correct : 

1. The milk tastes sour. 

2. The speaker's voice sounded shrill. 

3. We arrived safe. 

4. The grass looks fresh and green. 
.5. He appeared prompt. 

6. He appeared promptly. (What difference in the mean- 

ing of these two sentences ? ) 

7. I feel very bad. • 

8. The young lady looks sad. 

In such sentences, when the word following the verb is used to 
express the condition of the subject, it should be an adjective. In 
the third sentence, safe does not tell the manner of our arriving, but 
our condition after we had arrived. 

6. The adverbs yes, no, amen, etc., sometimes 
modify an entire clause or sentence. 

7. The words to-day, to-night, to-morrow, etc., 



2t8 H0EN8HEL' S ENGLISH GBAMMAR. 

though usually called adverbs, are nouns in the objec- 
tive case without a governing word. 

Compare to-morrow and Wednesday in "He will come to- 
morrow," and "He will come Wednesday." 

8. Such expressions as as long as, as soon as, etc., 

are not to be taken together as conjunctions. 

"He came as soon as he could." Soon is an adverb, modifying 
came; the first as is an adverb of degree, modifying soon; the 
second as is a conjunctive adverb, modifying could (come), and 
connects the subordinate clause to the first as. The subordinate 
clause is an adverb clause of degree, modifying the first as. In "He 
reads as well as he writes," as well as is parsed just as as soon as 
in the preceding sentence. In "He, as well as his sister, is expected," 
as well as is parsed as a conjunction. 

9. The word the is sometimes a conjunctive adverb. 

In " The more I examined it, the better I liked it," the principal 
clause is "I liked it the better." Better is an adverb, modifying 
liked. The first the is a conjunctive adverb modifying more and 
connecting the dependent clause to the second the ; more is an ad- 
verb of degree modifying examined ; the second the is an adverb of 
degree, modifying better; the dependent clause, "I examined it the 
more," is an adverb clause of degree, and modifies the first the. 

10. An adverb sometimes modifies a preposition or 
a phrase, 

1. Fools judge only by events. 

c 

'< events. 



only 



2. The guard stood just below the gate. 

3. The dogs were beaten nearly to death. 

4. The sun shines even on the wicked. 

5. The speaker went entirely beyond the limits of courtesy. 



UOENSHEL'S ENGLISH GRAMMAR. 279 

11. Write two sentences, each having — 

1. A conjunctive adverb. 

2. A relative adverb. 

3. An adjective in predicate, denoting condition. 

4. As used as a conjunctive adverb. 

5. An adverb modifying a preposition. 

6. An adverb modifjnng a phrase. 



LESSON XXYI. 



1. In such sentences as "He came from over the sea," 
from over is usually called a compound preposition 
having sea for its object. From can be considered a 
simple preposition, having the phrase over the sea as 

its object. 

2. The preposition is frequently incorrectly omitted ; 
as, "The ball is the size of an orange." 

As the sentence reads, size is a predicate noun and must, there- 
fore, mean the same thing as the subject, ball. But the ball is not 
size ; it has size, and is large or small. The sentence should read 
"The ball is of the size of an orange." The phrase, "the size,". is 
an adjective phrase in the predicate, and modifies ball. 

> Other examples are : 

1. There is no use trying. 

2. It was the length of my arm. 

3. What use is this to him ? 

4. He is worthy better treatment. 

3. Some authors call as a preposition in such sen- 
tences as "I like him as a teacher," and "He came as 
an ambassador." 



280 HOENSHEL'S ENGLISH OBAMMAB. 

It seems much better to me to call as in such senteuces simply an 
introductory word. Teacher agrees with him in case, ambassador 
agrees with he. Even in "His reputation as a teacher is excellent," 
I believe teacher is in the possessive case, in apposition with his. 

4. Than is sometimes called a preposition, but most 

authors agree that it is not. 

In the sentence, "Than whom no one is wiser," whom, is parsed 
as objective, used by a figure of speech for the nominative. I prefer 
to call than a preposition in this sentence, and to parse whom as its 
object. If we begin the sentence with the subject, the sentence will 
read "No one is wiser than he (is)." 

5. In such sentences as "Wheat is worth a dollar a 
bushel," some call a a preposition used in the same 
sense as the Latin per. 

6. The correct preposition to be used after certain 
words can be learned only by observing good speakers 
and writers. A few examples are given : 

accuse of, confide in, die of, differ from, founded on, rely on. 

7. Coordinate conjunctions generally connect similar 
constructions, such as verbs of the same mode and tense, 
two infinitives, two participles, etc. 

1. Running and walking are good kinds of exercise. (Not 

running and to walk.) 

2. To read and to write are the essentials of an education. 

(Better — reading and writing.) 

3. Did he not tell me his fault and asked me to forgive him ? 

(Incorrect — both verbs should have the emphatic form. 
Correct — "Did he not tell me his fault and ask," etc.) 
When different modes and tenses are connected, it is better to re- 
peat the subject; as, "He went, but (he) may return." 

8. The word or is not a connective when it intro- 
duces an appositive, or explanatory word. 



HOENSHEL' S ENGLISH GRAMMAR. 281 

1. Cash or credit is necessary. (A connective.) 

2. The Iron Duke, or Wellington, commanded the English 

and Prussians at Waterloo. (Not a connective.) 
In the second sentence, or is merely introductory, and can be 
omitted. When or is thus used, I think it ought to be preceded by a 
comma, but authors do not agree in doing so. 

9. Write two sentences in which — 

1. A preposition is incorrectly omitted. 

3. Some authors would call as a preposition. 
3. The two uses of or are illustrated. 



LESSON XXYII 



1. In each of these sentences there is an adjective 
phrase used as attribute complement : 

1. Europe was at war. 

2. This lady is of royal blood. 

3. Life is of short duration. 

4. The passions of some men seem under no control. 

5. The whole community is of the same opinion. 

6. In slumbers of midnight the sailor boy lay. 

Many carelessly parse the phrases in the preceding sentences as 
adverb phrases. 

Remember that a preposition shows the relation of its object to 
the word that the phrase modifies. 

2. Write five sentences, each containing an adjective 
phrase used as attribute con]plement. 

3. Parse the prepositions in the sentences given in 
paragraph 1. 



282 EOENSHEL'S ENGLISH GRAMMAR. 



DIFFICULT SENTENCES ANALYZED AND PARSED * 

1. The citizens believe that they are not in the wrong. 

"In the wrong" is a prepositional, adjective phrase, modifying 
they. In shows the relation of wrong to tliey. 

2. He lived so as to win the esteem of all his neigh- 
bors. 

This is a complex sentence, of which "He lived so" is the princi- 
pal clause, and "to win the esteem of all his neighbors" is the sub- 
ordinate clause. The predicate of the subordinate clause is under- 
stood, the full clause being "to win the esteem of all his neighbors 
(is, or requires)." The subordinate clause is an adverb clause, modi- 
fying the adverb so. As is a conjunctive adverb, modifying the 
predicate of the subordinate clause, and connecting the two clauses. 
(Some authors may call as a relative pronoun in this sentence.) 

3. He fell in love. 

Fell does not have its usual meaning here, but means nearly the 
same as became. In love is an adjective phrase, and forms part of 
the predicate. 

4. He fell to laughing like one out of his right mind. 

Fell to is a compound verb, used with the meaning of began. 
Laughing is the object of fell to. Like is an adverb modifying 
laughing. One is the object of to or unto understood. 

5. I am done. 

This idiomatic expression is passive in form, but is not passive in 
fact. Done is an adjective. 

6. I am through eating. 

Through Is an adjective, used as done in the preceding sentence 
is used. Eating is the object of a preposition ( with) understood. 

*The remainder of the book will not be divided into lessons. 



EOENSHEL' S ENGLISH GRAMMAR. 283 

7. It was to me that he spoke. 

This sentence is correct idiomatic English, but it cannot be dis- 
posed of by the rules of grammar. It Is equivalent to "It was I to 
whom he spoke," which is easily analyzed. 

8. The swans on still St. Mary's lake float double, 
swan and shadow. 

Double is an adjective in predicate. Swan and shadow are 
predicate nouns of another clause, "They float swan and shadow." 

9. Be of the same mind, one toward another. 

Of the same mind is an adjective phrase. One may be parsed, 
as the subject of another clause, "One be of the same mind toward 
another." Toward another probably modifies mind. 

10. In order to succeed in any undertaking, one 
must put heart in his work. 

In order to succeed means the same as to succeed, and I be- 
lieve it may all be taken as the infinitive. Some will prefer to call 
in order a preposition, and parse to succeed as its object. 

11. Texas is more than three times as large as 
Kansas. 

A complex sentence. "Texas is more "is the principal clause. 
The subordinate clause, "(Extent) three times as large as Kansas 
(is much)," modifies more. Than is the connective, a conjunctive 
adverb. Of the subordinate clause, extent, understood, is the sub- 
ject, modified by large. Large is modified by as, an adverb of de- 
gree. As is modified by times, a noun in the objective case without 
a governing word. As is also modified by the subordinate clause, 
"Kansas (is large)." The second as is a conjunctive adverb, con- 
necting the clause, "Kansas is large," to the first as, and modifying 
large. 

Analyze these sentences, and parse the words in black 

type : 

1. Whoso sheddeth man's blood, by man shall his blood be- 
shed. 



284 HOENSHEL'S ENGLISH GRAM3IAR. 

2. If the world be worth thy winning, think, oh ! think it 

worth enjoying. 
Worth is an adjective. 

3. My Antonio, 1 am all on fire. 

4. My I Antonio, I am all on fire ! 

5. My Antonio, I am standing on fire. 

6. It is better to be right than to be president ( is good ) . 

7. It is easier to be ( he, him) than to be myself. 

Many will parse president and myself in the nominative case. 
Think carefully. 

8. A few suggestions will be of practical value. 

9. Outward conduct is of little value except as an indi- 

cation of inward thinking. 
Except is a preposition, having indication as its object. As is 
.merely introductory. 

10. Yet outward conduct must be looked to as the most 

faithful expression of feeling. 

11. He fell asleep. 

12. The dollars and cents are thought of as one price. 

13. They love each other. 

Each may modify other, but the better way is to parse it in ap- 
position with they. 

14. They love one another. 

15. I am a very foolish, fond old man, fourscore and up- 

ward. 

16. The light burns dim. 

17. The fisherman stood aghast. 

18. To the Druids, the mistletoe, a parasitic, evergreen plant 

growing on certain trees, seemed especially sacred. 

19. For mine own part, I shall be glad to learn of noble men. 

20. The less you have to do with firearms, the better. 

The entire sentence is, " ( It is) the better, the less you have to do 
with firearms." Less modifies some noun (care, attention) under- 
stood, the object of have. To do has the construction of an adjec- 
tive, and modifies the understood noun. Some may consider less the 
object of have. 

21. He is expected to come. 

To come has the construction of an adjective. 

22. A beautiful behavior is better than a beautiful form. 

23. Truth, crushed to earth, shall rise again. 

24. Orators are like the wind. 



HOENSHEL'S ENGLISH GRAMMAR. 285 

25. These are Clan-Alpine's warriors true ; 
And, Saxon, I am Roderick Dhu. 

26. Some are born great, some achieve greatness, and some 

have greatness thrust upon them. 

27. What you make of life it will be to you. 

28. Where your treasure is, there will your heart be also. 

29. True honor, as defined by Cicero, is the concurrent ap- 

probation of good men. 

30. 1 remember its being done. 

Being done has the construction of a noun in the objective case. 

31. 1 have found a plant answering to the description. 

32. I remember, I remember, the house where I was born. 

33. Since then, he has resided in Virginia. 
Is since a preposition ? 

34. He who judges least, I think, is he who judges best. 

35. I am sorry to hear it. 

36. Do not expect to govern others unless you have learned 

how to govern yourself. 

37. The predominant passion of Franklin seems to have been 

the love of the useful. 

38. His conduct was, under the circumstances, in very bad 

taste. 

39. Columbus felt that there was a continent to be discov- 

ered. 

40. That ought to have been thought of. 

41. For a man to confess his faults is noble. 

The object of for is man to confess his faults. Man is the ob- 
jective subject of to confess. A noun is not the object of a preposi- 
tion and the objective subject of an infinitive at the same time. 



Correct where uecessarv, analyze the sentences, and 
parse the words in black type : 

1. We should not be overcome totally by present events. 

2. He lived In a manner agreeably to the dictates of reason 

and religion. 

3. Be so kind as to read this letter. 

4. They need not be alarmed. 

5. He is not rich, but is respectable. 



^S^ SOEJSSSEL > EJiGLISH GRAMJfAS. 

Whm in tiie ccmise of tbe a ta at ^ ic o we pass ip;»i ibe af&rmaii ve to 
the n^atire. «r the eo*iiii*ry. ihe sabjees shoaU be repeaie^l 

& Anger gianeK into Ae benit of a wise man. bus will rest 
oolrindie liosiMn of fool^ 
Benembn^that eooidmatecQiijaBKiQas asoaUy eonneet sane eases, 
tensesv. ete. 
T. To profess regard and acting ^ft»<n)ilT mark a base mind. 
S. He was a teaeher. but is new a lawyer. 
9. It Is no mwe bat n^Eafc be on^t to do. 

10. Iteidief good nor eril eone of themselTes. 

11. Trast not him vfaoni yon kno«r is dishon^t. 
le. Ti^ net hn ndio yon Imew to be dtshonest. 

13. It is so dear as it nee^ no exfrfaaMioii. 

14. This void is only found in Shakespeare. 
1». Theie are oak toees and walnut trees in that grove: on 

the foraer are walnuts, and on the latter are aeixns. 

16. An oak «ree and a walnut tree are standing on the hiU ; 
the one bears walnuts, and the odier beurs acmns. 

17. CatOL before he dnxsi giv« hins^f the fatal blow, spent 
die m^it in reading Ptato's Immwtaiity. 

15. None knew diee bat to liyve thee. 
19. Somebody tirid me, bat I forget whom. 
et>. WoaM that my haMh^ was ho^. 
21. I rely on year coming in good season. 
2t. We learned tiiat the air was composed of two gases. 
3a. Great benefits may be derived from reading of good boc^s. 
21. A fondness for display is. of all otho- follies, the most 



25. No one (beside, besides, except) the immediate family 

was piesent at the funeraL 

26. Sis months"^ int»est are due. 
21. He is a fdend of the teadhei^ 

2S. Toe mi^t eome for at least a i few. coaj^ of > days. 

29. Here is a fresh basket of e^s. 

3*>. If fresh mils seems to Biake the child sick. b<Kl it. 

ai. Slow rises wvfxh \fj pov^ty 



HOEXSHEL S EJSGLISR QBAMMAB. 267 



SENTENCES FOR ANALYSIS ANID DIAGRAMMING. 

1. No man is so wir-c .La: hr .anL : -rin. iici^. 

2. Flowers are like fan - ?.t we love '.'■'.■ i^e^-. 

3- The crocodile is so Tbs: r-e^T ^ :tt it: to 

imagiDe tLai the --.' -. ^ ^ - - t 

4. He thai eannoi for 5.- . _t _- : ^r er 

which he himself must pass, 

5. He that observeth the winds iL.b^j. no; s-jw. aii he :Lai 

resardeth the cloads shall not reap. 

6. The f asier yoa go. the soc»i^ too will reach heme. 

7. Nitrous oxide, or laoghlng-^is, prodoe^ insenabiliti'. 

8. No man is so fortanaie as always to be sneeessfoL 

9. We know what we are. bot we know not what we naj be. 

10. FrcHiL the lowest depths there is a pash to the kxCtiest 

height. 

11. "Nothing.' says Qnintilian, gnoting fjxfm Cicrao, **dries 

sooner than tears. ~ 

12. We look for a new hearen and a new eartli wherein dv^l- 

eih li^teoosness. 
1^ Mnrmnr not. O man ! at the shosteess of time, if tboa 
hast more than is w^ ^pk^ed. 

14. We may not be able to aeecmpiish all we desire, bat shall 

we therefore sit still with folded biiwiff. ? 

15. It is tme Aat the son poBis down his r^^^^^ :9ood as 

cheerily on the poc»- mascs eetuge as _ z: e^'s 

paJaee. 

16. The Chinese iMtefaer ^asA; is quite mmmnn m C^km. 

wliCTe it is called the uuBrnksf-ea^ beeaase the monkeys 
sonMiines epe» the Hd aad drink fte water i^ot flieie 
is no spring of water where iLej can qnencii thor 
thirst. 

17. TIs with our jodgments as with on* wattes ; none go 

jost alike, yet eaefa brieves his owa. 
Id. It was Watt who xsAA. Gemge U that he dealt in an 

arciele of which kings w»e said te be fond ^- power. 
19. NcH* is it given ns te d^eon what foiged her ei»el diain 

of raoods. what set her f&est in soiiCBdes. 



288 IIOENSHEL' 8 ENGLISH GRAMMAR. 

30. Both Pitt and Wellington were great men ; the former in 

peace, the latter in war. 
21. You cannot teach an old dog new tricks. 
33. I was told this story while we were traveling in Egypt. 

33. He was offered a large sum of money for his vote. 

34. And the voice that was calmer than silence said, "Lo, 

it is I ; be not afraid." 

35. Be it ours to hope and to prepare, under a firm and settled 

persuasion, that, living and dying, we are his. 

36. He made no secret of my having written the review. 

37. Teach me to hide the fault I see. 

38. The ship was lost sight of in the darkness of the night. 
39- All persons are forbidden to trespass on these grounds. 

30. At midnight in his guarded tent, 

The Turk lay dreaming of the hour 
When Greece, her knee in suppliance bent. 
Should tremble at his power. 

31. There is no need that she be present. 



Correct where necessary, analyze, and diagram : 

1. All are gone but him and me. 

2. He is the man whom I told you about. 

3. They came just behind father and I. 

4. Richard is himself again. 

5. It was the one whom you said it was. 

6. God seems to have made him what he was. 

7. A horse costs three times as much as a cow. 

8. As many as came were satisfied. 

9. Such as are virtuous are happy. 

10. The fugitive threatened to shoot whomever tried to stop 

him. 

11. I knew the man who the general appointed captain. 
13. You cannot reap nntil after you sow. 

13. The higher the bird flies, the more out of danger it is. 

14. Of all the other Roman orators, Cicero is most renowned. 

15. I have no other hope but this. 

16. A whole month has passed since you have arrived. 

17. The Mississippi has been very high this year. 

18. The Ohio has been very high last month. 



HOENSHEL'S ENGLISH GRAMMAR. 289 



COMPOSITION. 

Our best literary productions are made up of a judi- 
cious combination of simple, complex, and compound 
sentences, and of many varieties of each. Too many 
short, simple sentences break the sense too often, and a 
succession of complex or compound sentences is tire- 
some to the reader or the listener. 

Pupils should have much practice in expanding and 
combining short statements, and in contracting and 
breaking up long sentences. They should also have 
much drill in expressing tlie same thought in different 
ways. Any reading-book or magazine will furnish good 
material for such exercises. A few examples are given : 

This old soldier receives a pension. He was wounded. 

1. This wounded soldier receives a pension. 

3. This old soldier, having been wounded, receives a pension. 

3. This old soldier, having received a wound, draws a pen- 

sion. 

4. This old soldier receives a pension because he was wounded. 

5. Because this old soldier was wounded, he receives a pen- 

sion. 

6. This old soldier was wounded, and he receives a pension. 

7. This old soldier, who was wounded, receives a pension. 

8. Having been wounded, this old soldier receives a pension. 

1. The river was high. It rained very hard. The 
bridge was carried away. 

2. The country on both sides of the lower Mississippi 
is very low. The country is protected by levees. 
These levees sometimes break. 

—19 



290 HOENSHEL'S ENOLIISH GRAMMAR. 

3. We crossed the ocean in a large steamer. We 
landed at Liverpool. The steamer's name was City of 
New York. Liverpool is in England. 

4. A good composition contains many different kinds 
of sentences. Therefore, })npils should be familiar with 
many kinds of sentences. 



Change these simple sentences to complex : 

1. Honest people will be trusted. 

2. I expected him to go. 

• 3. Quarrelsome persons are disagreeable. 

4. With patience he might have succeeded. 

5. The manner of his escape is a mystery. 

6. The clouds having passed away, the sun shone again. 

7. After sunset the rain fell in torrents. 

8. I believed him to be honest. 

9. By trying to rescue the child, he was drowned. 



Many books on grammar and composition contain a 
long list of subjects for written work, but every teacher 
can select topics better adapted to the needs of his class 
than those selected by any author. For this reason, but 
few topics are given here. 

I. TiJE ADVENTURES OF A PENNY. 

Tell where the material was found. 

Tell where and when it was coined. 

Who first obtained it from the mint, and how. 

How many times it has been spent, and what for. 

Where it is now, and its probable future. 



HOENSHEL'S ENGLISH GRAMMAR. 291 



11. THE LIFE OF A CANARY BIKD. 

Imagine a canary bird telling all about what has happened to him 
from the first day of his life. 
Where he has lived. 

The scenery and climate of his native home. 
What he has done. 
What he thinks of some of the people he has seen, 

III. THREE PEOPLE. 

Imagine three people in a room. Describe and name them. 
Tell vi^hat they are doing, and what they are talking about. 
Tell some of the things they say. 
Tell where they go as they leave the room. 

IV. A BROOK. 

Describe a brook winding about among the meadows and through 
the woods. 

Tell where it starts from. 

What it finds on its way. 

Describe the flowers and trees on its bank. 

Tell about a shady pool in one place, and what is found in it. 

Tell about a shallow place with pebbles on the bottom. 

Tell how people cross it. 

What makes it grow larger. Where it finally goes. 

V. IF I COULD DO AS I PLEASED. 

Imagine that you are now able to do just what you please ; state 
several things that you would do, and give your reasons for doing 
them. 

VI. COLUMBUS. 

Imagine that you were a companion of Columbus. 

Describe his efforts to procure aid, the preparation for the voyage, 
the voyage, the discovery of land, the appearance of the country and 
its inhabitants, the return, the reception in Spain. 



All the preceding subjects require the use of tlie 
imagination, but subjects for real description and true 
narration are easily found. 



292 BOEX>HEL S £XGLI>R GBAMMAH. 

CAPITALS. 

A capital letter should be used — 

1. For the first letter of every sentence. 

2. For the first letter of every proper noun. 

3. For the first letter of every line of poetry. 

4. For the first letter of every direct quotation. 

5. For the first letter of every abbreviation that represents a 

proper noun. 

6. For initials that represent proper nouns. 

7. For the words I and O. 

S. For the first letter of all names applied to the Deity. 
9. For the first letter of a strongly personified object : as, 
••Come, O life-giving Hope!" 



PUNCTUATION. 
COMMA. 

The comma should be used — 

1. To separate the name of the person addressed from the 

remainder of the sentence. 
•2. To separate the words of a series. The word and is 

seldom used in a series except between the last two, 

but if and is used between every two. no comma 

should be used. 

3. To separate two adjectives modifying the same noun 

when and is omitted. 

4. To show omission of a word or words, especially in writ- 

ing a name and its address, and dates: as. John Wil- 
son. Boston. Mass.: July 4. 1896. 

0. To set oif words, phrases, aud clauses out of their natural 
order, and non-restrictive clauses. 

0. To set olf a noun clause used as attribute complement. 

7. To set off a noun clause used as the subject, if it is long. 

or if it ends with a verb. 

8. To set off parenthetical expressions. 

9. To set off appositives. unless short and used as part of the 

name. 
10. To set off participial phrases and relative clauses, when 
not restrictive. 



BOE\>HEL- < EXGLISH GRAMMAB. 093 

11. After as, to wit, namely, etc.. when they introduce 

examples or ilJustracions. 

12, To separate pairs of words joined by conjunctions : as. 

*• .Sink or swim, live or die, >urvive or perish. I give my 
hand and my heart to this vote." 

PERIOD. 

A period should be used — 

1. At the close of each declarative and imperative sentence. 

2. After each initial. 

3. After every aljbreviatiou. 

rNTEREOGATION POIXT. 

The interrogatioD poiDt should be used at the close 
of every interrogative sentence. 

The interrogation point is not used at the close of an indirect ques- 
tion : as, -'He asked me if I knew who wrote the book." 

EXCLAMATION POLNT. 

The exclamation point should be used after interjec- 
tions (except I, Mnd usually at the end of exclamatory 
pii rases and sentences. 

THE SEMICOLON. 

The semicolon should be used — 

1. Before as, to wit. namely, etc.. when followed by ex- 

amples or illustrations. 

2. To separate clauses having parts separated by commas. 

THE COLON. 

The colon is used — 

1. Before a quotation, when formally introduced by thus. 

as follows, etc. 

2. Usually after the complimentary address at the beginning 

of a letter: as. --Dear Sir: In answer to vours." etc. 



294 HOENSHEL' S ENGLISH ORAMMAR. 

THE HYPHEN. 

The hyphen is used — 

1. Between syllables when they are divided at the end of a 

line. 

2. To join the parts of a compound word, 

QUOTATION MARKS. 

Quotation marks should be used to inclose words and 
sentences taken from another. 

A quotation within a quotation is inclosed by single marks. 

Notice the location of the interrogation point and 
quotation marks in these sentences : 

1. Did you hear the boy say " Let me go"? 

2. He heard the boy say "Where am I?" 



IT^DEX. 



Page. 

A, as a preposition 242, 280 

Abbreviations 34, 70 

Abstract nouns 68, 144 

Active voice 106, 107, 180 

Adjective clauses 133, 134 

Plirases 84, 122, 141, 281 

Pronouns 88, 89, 158 

Adjectives 44, 45, 96-101, 168-175 

Classes of 96, 168 

Comparison of 97-99, 169, 170 

Defiuitive , 96, 168 

Descriptive.... 96, 168 

Interrogative 164 

Modifying another adjective 258 

Numeral 168 

Parsing of 100 

Predicate 45, 66 

Pronominal 158 

Proper 96, 168 

xldverb clauses 133-136, 234 

Phrases 84, 122, 141 

Adverbs 55, 119-122, 211-215 

Classes of 119, 211, 212 

Comparison of : 119, 120, 212 

Conjunctive 211, 276 

Interrogative 211 

Modal 212, 276 

Parsing of 121 

Phrase 213 

Kelative 277 

Simple 211 

Agreement — Pronoun with antecedent 91, 158, 253 

Verb with subject ". 113, 114, 184, 185, 269, 270 

Among and between 217 

(295) 



296 UOENSHEL'S ENGLISH OBAMMAR. 

Page. 

Analysis 126, 136 

Antecedents 87, 157 

Agreementof pronouns with 91 

Appositive adjectives 173 

Clauses 153 

Appositives, cases of 151, 153 

Articles 100, 168, 358 

As, conjunctive adverb 378 

Preposition 379 

Relative pronoun 250 

Attribute complement 80, 138 

Objective 150 

Auxiliary verbs 176 

Be, auxiliary in passive voice 180 

Conjugation of 191-194 

Followed by objective 150, 339 

Between and among' 3L7 

But, as relative pronoun 351 

Capitals 23, 33, 36, 31, 36, 41, 69, 95 

Can and may 117 

Cardinal numbers 168 

Case 79-83, 148-157, 341-344 

Absolute 340 

After intransitive verbs 148, 149, 150, 339 

After interjections * 344 

Factitive object 243 

Nominative 79, 148, 149, 340 

Objective 79, 149, 150, 243-344 

Possessive 80, 81, 154-157, 341, 343 

Two objects 242, 243 

Clauses, adjective 133, 134 

Adverb 134-136, 234 

Dependent...: 131, 132, 233, 234 

Independent 131 

Noun 133, 137-139 

Principal 131 

Restrictive and non-restrictive 133, 249 

Subordinate 131, 233, 234 

Collective nouns 68, 143 

Comma, use of 24, 37, 41, 43, 45, 133, 135, 138, 149 

Command 41 



HOENSHEL' 8 ENGLISH GRAMMAR. 297 

Page. 

Common gender 72, 144 

Common nouns 36, 68, 143 

Comparative degree of adjectives 97, 169-174 

Of adverbs 119, 120 

Comparison of adjectives 98-100, 169, 170 

Of adverbs 119, 120 

Complements of incomplete verbs 262, 263 

Of passive verbs 149, 239 

Of transitive verbs (active) 263 

Complete verbs 262 

Complex phrases 235 

Sentences , 131-139, 233-235 

Composition 289-291 

Compound personal pronouns 88, 157 

Phrases 236 

Predicates 131 

Prepositions 123, 216, 279 

Relative pronouns 157, 251 

Sentences 140, 232 

Subjects 131 

Verbs 216, 262 

Concessive clauses 135 

Conditional clauses ; 135 

Conjugation 191-198 

Of be ; 191-193 

Of love 194-198 

Emphatic form of 198 

Progressive form of 198 

Conjunctive adverbs .- 211. 276 

Conjunctions 60, 125, 218, 219 

Classes of 218, 219 

Coordinate 218, 219 

Subordinate 219 

Copulative verbs 262 

Correlatives, uses of 220-222 

Declarative sentences 42, 130 

Declension of pronouns 87, 158, 159 

Defective verbs 176 

Definitive adjectives 96, 168 

Demonstratives 158 

Dependent clauses 131, 132, 233, 234 



298 HOENSHEL ' S ENGLISH GRAMMAR. 

Page. 

Descriptive adjectives 96, 168 

Diagrams... 6.5, 66, 83, 86, 128, 134, 135, 136, 138, 139, 140, 143, 150 
151, 152, 159, 174, 203, 207, 208, 210, 225, 230, 233, 247, 255, 275 

Difficult sentences analyzed 282, 283 

Diminutive nouns 144 

Double relative 157 

Each other 284 

Emphatic form of verb 198 

Exclamation 125, 222 

Exclamatory sentences 130 

Factitive object 243 

Feminine gender 71, 144, 145 

Fewer and less 260 

Finite verb 176, 263 

Future-perfect tense Ill, 112, 184 

Future tense 103, 183 

Gender 71, 72, 144, 145 

Common 72, 144 

Feminine 71, 144 

Masculine 71, 144 

Neuter 72, 144, 237 

Geruuds 273 

Imperative mode 109, 182 

In first and third persons 263 

Sentences 42, 130 

Imperfect tense 263 

Impersonal verbs 176 

Improper omission of prepositions 27& 

In and into. 317 

Incomplete verbs 263 

Indefinite pronouns 158 

Indicative mode 108, 182 

Infinitives 114, 200-204, 373 

As adjective 200, 201 

As adverb 201, 203 

As noun 201 

Parsing of 200, 301 

Subject of 150, 372 

Initial 23 

Inquiry 35 

Inseparable phrases , 236 



HOENSHEL'S ENGLISH GRAMMAR. 299 

Page. 

Interjections 61, 125, 223 

Interrogative adverbs 211 

Adjectives 164 

Pronouns ■. 88, 158, 252 

Sentences 42, -130 

Intransitive verbs 105, 176 

Have no passive 180 

May have objective case after them 150, 239 

Irregular verbs 104, 176 

List of 177-179 

Learn and teach 117 

Less and fewer 260 

Like, uses of 259, 260 

Many a, parsed together 260 

Masculine gender 71, 144, 145 

Material nouns 144 

May and can 117 

Members of compound sentences 232 

Modal adverbs 212, 276 

Mode 108-110, 182, 183, 267, 268 

Imperative 109, 182 

In first or third person 263 

Indicative 108, 182 

Potential 109, 182 

Subjunctive 182, 267, 268 

More and most, in comparison 97, 169, 258, 259 

Multiplicatives 168 

Names 21-23 

Christian 23 

Surname 22 

Need, does not add s in negative sentences 270 

Neuter gender 72, 144, 236, 237 

Verbs 176 

No, yes 277 

Nominative case 79, 148, 149 

Absolute 240, 241 

By direct address 240. 241 

By exclamation 240, 241 

By pleonasm 240, 241 

By subscription 240. 241 

Non-restrictive clauses 133, 249 



300 II0EN8HEL' 8 ENGLISH GRAMMAR. 

Page. 

Noun clauses 133, 137-139 

Nouu phrases 141 

Nouns 32, 68, 143-157 

Abstract 68, 144 

Collective 68, 143 

Common 36, 68, 143 

Diminutive 144 

Material 144 

Parsing of 85, 86 

Participial 144 

Proper 36, 68, 143 

Verbal 144 

Number of uouns aud pronouns 27, 75-78, 146-148 

Of verbs 113, 114, 184. 185, 269, 270 

Numeral adjectives 168 

Classes of 168 

Object, factitive 243 

Of passive verb 243 

Of preposition 59, 79, 122, 149, 216 

Of verb 50. 79, 149 

Objective attribute 150, 239 

Objective case 79, 149, 150, 239, 242-244 

After interjections 244 

After intransitive verbs 150, 239 

Subject of infinitive 150 

Without a governing word 149, 242 

Or, sometimes not a connective 280, 281 

Ordinals 168 

Ought, not used with auxiliaries 190 

Parsing of adjectives ,. 100 

Of adverbs 121 

Of infinitives 200, 201 

Of nouns 85. 86 

Of participles 205 

Of pronouns ^ 92, 93 

Of verbs \ 114, 115 

Participles 103, 104, 204-210 

As adjectives 205, 206, 273 

As adverbs 272, 273 

As nouns 206, 273 

In passive voice of verb 180 



HOENSHEL'S ENGLIt<H GRAMMAR. 301 

Participles — Page. 

In progressive form of verb 198 

Parsing of 205 

Passive voice 107, 180 

Formation of 180 

Past tense 103, 183 

Past-perfect tense Ill, 112, 183 

Period, use of 23, 24, 34, 41, 43, 70 

Person of nouns and pronouns 73, 74, 146 

Of verbs 113, 184, 185 

Personal pronouns 87, 157, 158 

Compound 88, 157 

Declension of 87, 158 

Personification 144, 145 

Phrase adverbs = 213 

Phrases 57, 84. 141, 142, 235, 236 

Adjective 84, 122, 141, 281 

Adverb 84, 122, 141 

Complex 235 

Compound 236 

Infinitive 141 

Inseparable 236 

Noun 141 

Participial 141 

Prepositional 122. 141 

Separable 236 

Phrases, simple 235 

Pleonasm 240, 241 

Plural number 27, 75-78, 146-148, 237-239 

Plurals of letters, figures, etc 147 

Of titles 238 

Of words in f and fe 76, 147 

Of words in o 147 

Of words in y , 75, 146 

Positive degree of adjectives 97, 169 

Possessive case 80, 81, 154-157, 241, 242 

In joint ownership 154 

Of compounds 155 

Of appositives l.'^S 

Of compound terms 155 

Possessive pronouns 248 

Potential mode 109, 182 



302 IIOENSHEL'S ENGLISH GRAMMAR. 

Page. 

Predicate '. 48 

Complex 235 

Compound 131 

General 235 

Logical 235 

Predicate adjectives 45, 66 

Diagram for 66 

Predicate nouns 80 

Prefix ^ 98 

Prepositions 59, 122, 123, 216-218, 279 

Compound 123, 216, 279 

Ending in ing 216 

Improper omission of 279 

Present tense 103, 183 

Present-perfect tense HI, 112, 183 

Progressive form of verb 198 

Pronominal adjectives 158 

Pronouns 54, 87-93, 157-167, 248-257 

Adjective 88, 89, 158 

Antecedent of 87, 157 

Compound personal 88, 157 

Compound relative 157, 251 

Declension of 87, 158, 159 

Demonstrative 158 

Indefinite 158 

Interrogative 88, 158, 252 

Parsing of 92, 93 

Personal 87, 157, 158 

. Possessive 248 

Relative 89, 90, 132, 157, 161, 162, 249-254 

Proper adjectives 96, 168 

Proper nouns 36, 68, 143 

Propositions 130 

Principal 131 

Subordinate 131 

Punctuation 292-294 

Quotations 62 

Regular verbs 104, 175 

Relative adverbs 277 

Relative pronouns 89, 90, 132, 157, 159, 161, 162, 249-254 

Compound 157, 159, 251 

-Restrictive clauses 249 



IIOENSHEL'S EN0LI8H GUAM MAR. 303 

Page. 

Eules for spelling 98, 99 

Senator, in different constructions 246 

Sentences 43, 130-140 

Complex 131-139, 233-235 

Compound HO, 232 

Declarative 43, 130 

Exclamatory 130 

Imperative 42, 130 

Interrogative 42, 130 

Simple 136, 131 

Separable phrase 336 

Shall and Will 117, 193, 365-367 

Should and Would 365-367 

Simple adverb 311 

Simple sentence 136, 131 

Simple phrase 335 

Specification, clause of 234 

Spelling, rules of 98, 99 

Statement 26 

Subject of sentence 48 

Of infinitive 150 

Complex 335 

Compound 131 

General 235. 

Logical 335 

Subjunctive mode 183, 367, 368 

Subordinate conjunction 319 

Subordinate proposition 131 

Suffix 98 

Superlative degree 97, 169-174 

Surnames 33 

Synopsis of verb 198 

Teach and learn 117 

Tense 103, 111-113, 183, 184 

Future 103, 183 

Futtire-perfect 111. 113, 184 

Imperfect , 363 

Past 103, 183 

Past-perfect m, 113, 183 

Present 103, 183 

Present-perfect Ill, 113, 188 

Uses of 264 



304 H0EN8HEL ' S ENGLISH URAMMA R, 

Page. 

Than, as a conjunctive adverb 714 

As a preposition 280 

With comparatives 231, 259 

That, uses of 161, 162, 249 

The, as a conjunctive adverb 278 

There 124 

To-day 277, 278 

Transitive verbs 105, 176 

Uses of tenses 264 

Verbs 39, 40, 50, 52, 103-118, 175-210 

Active and passive 106-108, 179-181 

Agreement with subject 113, 114, 269, 270 

Auxiliary 176 

Complement of 262 

Complete and incomplete 262 

Compound 216, 262 

Conjugation of 191-198 

Copulative 262 

Correct forms of 188-191 

Defective 176 

Finite 176, 263 

Impersonal 176 

Infinitives 114, 200-204, 272 

Intransitive 105, 176, 239 

Mode of 108-110, 182, 183 

Neuter 176 

Number and person of 113, 114, 184, 185 

Parsing of. 114, 115 

Participles 103, 104, 204-210,272 

Progressive form of 198 

Regular and irregular 104, 175, 176, 177-179 

Tense of 103, 111-113, 183, 184 

Transitive 105, 176 

Synopsis of 198 

Yoice of 106-108, 179-181 

Voice, active and passive 106-108, 179-181 

What, double relative 157 

What a, parsed together : 260 

Will and shall 117, 193, 265-267 

Words as different parts of speech 226, 227 

Would and should 265-267 

Yes, no 277 



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